REFLESAUN

BAINHIRA HETAN KSOLOK IHA MORIS, DEPENDE BA OINSÁ ITA HILI LIBERDADE

Bainhira ha’u tuur hela iha varanda no hemu hela kafé loraik nian, labarik ida mai tuur iha ha’u nia sorin hodi husu mai ha’u nune’e, “Maun, dala barak ha’u rona liberdade maibé ha’u seidauk hatene saida mak liberdade?”

Ha’u horuk kafé ne’e no ha’u nia kakutak la’o hale’u buka hela resposta. Labarik ne’e hateke mai ha’u hodi hein nia resposta. Ho dada iis naruk hatán ba nia, “Alin! Tuir ha’u nia hanoin, liberdade ne’e mak direitu ema nian hodi to’o ksolok ema ida-idak ninian no la estraga ema seluk ninia liberdade. Liberdade ne’e nu’udar fatin ida ne’ebé hodi tau aas ita nia dignidade umana. Kada liberdade ninia fundamental liu mak norma ne’ebé sai ita nia dalan hili.  Hanoin no intelijénsia laiha valor bainhira laiha liberdade. Liberdade mós iha sentidu hakarak livre ema nian iha ne’ebé ita bele deside buat ruma hosi dalan oioin no akontesimentu ne’ebé akontese iha ita nia moris.

Ita iha liberdade atu hodi hadomi ka hirus...
Rai-hirus ka perdua...
Monu ka hadeer fila fali...
Hetan ksolok ka hetan susar...

Ita livre atu hili ka kontrolu responde husi kada akontesimentu ne’ebé mai iha ita nia moris. Ida ne’e mak liberdade.”

“Kompriende ona ka seidauk?” Ha’u husu ba labarik ne’e.

Labarik ne’e doko ulun de’it, karik ne’e sinál kompriende nian.

Maibé, maski ita hili ona liberdade iha dalan ne’ebé ita responde ba iha kada akontesimentu sira, ha’u nia sujestaun katak ita presiza hili mak liberdade ida ne’ebé pozitivu.

Hakuak metin moris, buka hetan domin foun. Hakonu moris loroloron ho hamnasa, loke ó nia fuan ba posibilidade hirak ne’ebé di’ak hanesan sorte, serbisu, ema sira, no ambiente foun ne’ebé fó ksolok.
Ó iha liberdade atu hala’o buat hotu ne’e no bele hetan ksolok. 

Hahú agora, ha’u espera katak hanoin no fuan livre hosi buat hotu ne’ebé kesi-metin ita durante ne’e. buat hotu ne’ebé halo ita la hetan ksolok.

Tuir ha’u nia hanoin, Maromak nunka fó malisan ba ita, maibé ita mak sempre fó malisan ba ita nia an rasik. Ita iha liberdade tomak, maibé hili mak liberdade ida ne’ebé di’ak. Halo no hatudu buat ne’ebé di’ak, no buat di’ak liu hotu ne’ebé ita halo loroloron iha ita nia moris tomak. Hili dalan ne’ebé di’ak, hanoin no emosaun ne’ebé di’ak, ba kada akontesimentu. Hala’o kada liberdade no moris foun ho enerjia pozitivu to’o moris ne’e nakonu ho kór oioin.

ESKEMA BA HAKEREK AKADÉMIKU

hosi

D. Assis, 2013

Dala barak estudante universitáriu hasoru difikuldade iha hakerek knaar-akadémiku hosi dosente sira.  Sa tan hakerek ho lian ofisial Tetun, tanba ne’e iha eskema ida sai nu’udar matadalan ida ba estudante sira hodi hakerek ninia knaar-akadémiku. Eskema ne’e mak hanesan tuir mai ne’e:    

Títulu

Hili ida kona-ba saida mak imi atu hakerek no esplika kona-ba tópiku ne’ebé atu hakerek. Títulu ne’ebé hili ho medida maximal liafuan 14 no tenke iha forma pirámide. Ezemplu: “Prosesu atu forma atitude labarik sira nian”

Lia Maklokek /lia maklorik/Prefásiu

Sei ko’alia kona-ba ita nia agradesimentu ba Maromak, ba dosente, maluk sira ne’ebé tulun ita bainhira halo hakerek akadémiku ida ne’e.

Índise

Lista títulu no sub-títulu, no mós kompletu kedas ho pájina sira.

Introdusaun

a.      Planu-kotuk

Planu kotuk sei esplika kona-ba ita nia razaun hili títulu ne’ebé iha ona, buat ruma sai importante liu ba eskritór atu hakerek. Iha planu kotuk nia laran hanesan tuir mai ne’e:

1.      Deklarasaun kona-ba indikasaun/ fenómenu ne’ebé atu hakerek, bele foti hosi problema teoria ka realidade sira

2.      Esplikasaun kona-ba razaun hili tópiku, ka situasaun ne’ebé hamosu problema ne’e no hodi buka ninia solusaun

3.      Esplika katak ita boot nia hakerek ida ne’e seidauk iha ema ida hakerek kona-ba ida ne’e

4.       Esplika kona-ba proveitu ne’ebé hatudu husi ita boot nia hakerek ida ne’e

5.      Tau mós referénsia ne’ebé importante tebes iha hakerek ida ne’e

b.      Formulasaun problema

Iha parte ida ne’e nu’udar esplikasaun ida kona-ba problema ne’ebé atu rezolve iha konteúdu.

c.       Limitasaun Problema

Nu’udar esplikasaun ida kona-ba limitasaun problema ne’ebé atu rezolve iha konteúdu laran. Nune’e ita bele foku ba problema ida de’it.  

d.      Objetivu no proveitu hakerek

Nu’udar esplikasaun objetivu hosi ita boot nia hakerek no ninia proveitu ba edukasaun. Objetivu no proveitu sei ko’alia kona-ba objetivu espesífiku ka tarjetu ne’ebé ita to’o.

Revizaun Literatura

Iha parte ida ne’e hakerek husi pontu de vista autór ka teoritiku sira ho analítiku, tenke analiza teoria no problema real, Hatudu ho liafuan sistemátiku, akadémiku no lójiku.

Lia Maktakak

a.      Konkluzaun

Konklui konteúdu ne’ebé deklara tiha ona iha leten

b.      Kritika no Sujestaun/rekomendasaun

Kritika no sujestaun ne’ebé imi halo kona-ba hakerek ida ne’e.

Referénsia

Lista referénsia sira ne’ebé ita uza hodi suporta ita nia hakerek iha revizaun literatura  

Ho eskema iha leten, espera katak bele tulun estudante sira hodi hakerek akademia nia iha sira nia knaar nu’udar estudante iha universitáriu.

Steps to the Future Workshop 11-12 October 2012:

OPENING THE DOORS TO CHILDREN’S LEARNING IN LITERACY AND NUMERACY: EXPERIENCES FROM ICFP BAUCAU

Diamantino de Assis, B-Teach, Med.

&

Agata Moreira Freitas, B-Teach

Language and Litetacy team

ICFP Baucau, Timor-Leste

Abstract

Many schools throughout Timor Leste are extremely under resourced in terms of concrete teaching materials for teaching various concepts of literacy and numeracy.  Part of the teacher training program at ICFP Baucau in these areas is to provide future teachers with the capacity and ability to produce their own teaching resources to enhance classroom teaching and learning.  There are two units in Literacy and Language Development and two units in Mathematics Education offered to the students in the Bachelor of Teaching (Ensino Basico) program.

Each one of the units stresses both the theory and practice of teaching and learning and provides opportunities for the students to make resources that can be used once they leave Baucau and commence their teaching career.

This presentation provides insights into the ways in which future teachers learn about teaching literacy and numeracy and what they do to develop resources that will provide hands on learning experiences for their future students.  The innovative creations made by the students will be showcased as part of the presentation.

 Introduction

The curriculum of ICFP Baucau, (Catholic Teachers’ College) includes two units on Language and Literacy and two on Mathematics Education, both of which have been designed to prepare future teachers on how to teach literacy and numeracy in their classes.  Students not only learn current theory of teaching language and literacy, but also are taught the practical steps to ensuring literacy and numeracy skills in their classrooms.  Lecturers provide modelling for how to teach as well as use tutorial time for preparing teaching resources, discussing best practice and giving time for students to practise their teaching skills in these two areas.

Literacy and Numeracy concepts 

Literacy in these particular units is defined as containing listening, reading, speaking, writing and seeing – all specific skills that enable children to communicate successfully and effectively in their various contexts.

Numeracy is the capacity, confidence and disposition to use mathematical concepts not only within the schools context but also in students’ home, social and community life in the present and future. With units based on the National Curriculum of Timor-Leste, students are taught not only numeracy concepts but practical applications for their use.

Thus, literacy and numeracy are seen to be a continuous process, depending on the child’s readiness for learning and applying what has been learned in a very practical and useful way.  At ICFP it is firmly believed that acquiring literacy and numeracy enables the poor to move out of their present situation to take on an education that will be relevant and ongoing throughout their lives.  These skills create a stronger, more participative community and society whereby all members are able to take on an active role.

At ICFP, the two literacy units are taught in both semesters of Year 3 – the final year of the program.  This was deliberately organised so that students would have a strong background across the curriculum in which to place literacy skills.  On the other hand, numeracy is taught during the first year of the course.  Originally the units crossed first and second years, but pressure from schools for students to be able to teach mathematics during practicum’s necessitated the change.  Often students come to the college with a very weak understanding of mathematics, and during the teaching of these two units, are not only learning how to teach mathematics but in some instances, are learning mathematical concepts for themselves.

Each of the units in literacy and numeracy is based on the principles of a learning cycle that includes planning, implementation of the learning process, strategies that will ensure both best practice as well as learning about theories of literacy and numeracy.  At the end of every semester, formal evaluations are carried out before planning for the next semester begins. 

Literacy and Numeracy Learning Cycle

Planning

Both lecturers and tutors meet together to plan the units, choose the topics as well as the way these topics will be taught.  There are thirteen weeks in each semester – the teaching sequence the mathematics education units reflects the curriculum across the years of basic schooling. Assessment tasks are devised that involve practical application of what has been taught as well as opportunities for students to plan for their classroom teaching in the future.

Learning Processes

The first of the two mathematics education units includes an introduction to numeracy and mathematics teaching and learning processes and evaluation of students’ learning.  All topics are taught from a child-centred approach to teaching and learning.  The second unit considers strategies that can be used not only for teaching but for engaging the students actively in their own learning.  Strategies developed from discovery learning theory as well as social-cognitive and constructivism theories about learning are part of the students’ lessons.

The two literacy units begin with thinking about the use of language and children’s learning and continue with ways in which children can observe, describe and analyse language in a socio-cultural context.  The second unit develops the students’ ability to teach reading and writing in order to facilitate participation in community life.  They reflect and evaluate different teaching methods as well as add to their teaching capacity and their ability to use and teach critical thinking.  Part of their studies includes situations using communication skills of reading, writing, listening and speaking and analysing different texts for language levels.

Time Management and Strategy

ICFP uses a lecture/tutorial system for teaching.  For each of the thirteen weeks of a semester, there is a 50 minute lecture, followed by a 100 minute tutorial.  Strategies used by the teaching staff include discovery learning, question and answer sessions, discussion, student presentations, simulation activities, debates and games that can be used for teaching different topics.

Evaluation and Assessment

Students are expected to take responsibility for their own learning and to complete all assessment tasks.  Some of the assessments used include writing academic articles, preparing exhibitions and presentations of work that demonstrate teaching strategies, exams and peer teaching activities.

At the end of each semester, students complete a formal evaluation of each of the units they have studied.  Lecturing staff use these evaluations to revise their lectures for the next time they are taught.  This is in addition to student assessment results and their own reflections on their teaching.

Conclusion

The belief of student centred teaching and learning pervades every unit taught at ICFP.  In the case of literacy and numeracy teaching and learning, the unit endeavour to prepare future teachers with the ability to provide experiences in the classroom that will engage every student and engender a love of learning that will last throughout their lives.