UM PDPI Director
UM PDPI Coordinator
Research Associate Professor
The methodology focuses on two key principles and five elements, based on the Base Nacional Comum Curricular (BNCC, National Basis for a Common Curriculum; Brasil, 2017a). The BNCC is a document whose goal is to guide what is taught in elementary and secondary schools in Brazil, applied to the teaching of school subjects from pre-kindergarten to high school. It contains learning objectives to guide the development of specific curricula in each school; it is not a curriculum to be used across the country, as specific curricula need to meet the methodological, social, and regional goals of individual schools (Brasil, 2017a). The BNCC guidelines state that the teaching of English opens “horizons of communication and cultural, scientific, and academic exchanges” (Brasil, 2017a, p. 1). A historical analysis of previous guidelines highlights the centrality of texts and the prevalence of the four skills (listening, speaking, reading, and writing) in the BNCC (Brasil, 2017b). By taking what is included as key principles and elements in the BNCC which high school English teachers will have to implement starting in 2019, the UM PDPI uses local needs to plan a practical, innovative, and realistic research-based program. Two key principles from BNCC are used at UM PDPI:
These two key principles guide the following “organizing elements” which will be the focus of each UM PDPI week, with a culminating week attending to the integration of these elements:
Though these elements are presented in the BNCC as separate, they are in fact interconnected in social practices of English language use and should be taught in such a way in school contexts. It is language in use, always hybrid and multimodal, that leads to the teaching of its specific characteristics, and none of the elements should be treated as a pre-requisite, and especially not the linguistic and grammatical knowledge (Brasil, 2017a).
Drawing on research on effective professional development (PD) in education, we planned a continuous and on-going program with a long-term focus, providing multiple opportunities for teachers to collaborate and contribute to the professional learning curriculum/design and (Darling-Hammond, Hyler, & Gardner, 2017; Gulamhussein, 2013).
Brasil (2017a). Lingua inglesa. Retrieved from http://basenacionalcomum.mec.gov.br/images/pdf/4.1.4_BNCC-Final_LGG-LI.pdf
Brasil (2017b). Historia da BNCC: Area de linguagens. Retrieved from http://historiadabncc.mec.gov.br/documentos/versao-2/areas-componentes/6%20-%20A%20%C3%81REA%20DE%20LINGUAGENS.pdf
Darling-Hammond, L., Hyler, M. E., Gardner, M. (2017). Effective teacher professional development (research brief). Palo Alto, CA: Learning Policy Institute.
Gulamhussein, A. (2013). The core of professional development. American School Board Journal, 200(7), 36-37.
The full program schedule will be available in January
General Orientation to Program – how to get to the UM campus, guide to area, distribution of credit cards, Q&A, Human Bingo
Dr. de Oliveira, Dr. Menda, and Ms. Vicentini
Reporting to IIE, Overview of PDPI, Ice Breaker
Dr. de Oliveira, Dr. Menda
Welcome Lunch: Introduction of UM faculty and review of emergency procedures
Methodology: Overview of UM PDPI Principles and Elements, Discussion of Resources and Requirements
Dr. de Oliveira, Dr. Menda, Ms. Vicentini
Department of Teaching and Learning
UM School of Education and Human Development
5202 University Dr.
Coral Gables, FL 33124
Office: Merrick Building 222 (2nd floor)
Phone: (305) 284-4961
Dr. Luciana C. de Oliveira, UM PDPI Director; Professor and Chair
Dr. Ana Maria Menda, UM PDPI Coordinator; Assistant Professor of Professional Practice