Methodologies

Active
Summary
page 03 Active Methodologies

page 06 Model 70:20:10

page 09 Flipped classroom

page 10 Experiential learning cycle

page 12 Gamification

page 15 References
 ACTIVE METHODOLOGIES

Active methodologies
Everything has changed! The world has globalized, technology has taken over everything.

communication, transportation, the routine, everything has simplified. Today, houses have

with numerous electronic devices that make family life easier, distances
they shortened and we were able to follow the lives of our loved ones from kilometers away

from a distance. We no longer need newspapers, books, 'barsas' to have access to

information and knowledge. Even the cure for diseases that we previously thought

incurable diseases are being discovered thanks to advancements in technology.

But what about our teaching methods?

What has changed in the last 50 years? Some still have blackboards.
Some have chalkboards, others come with data show devices, projection screens, and boards.

Whites. But does this mean a change in the way of teaching?

Students sitting in rows, teachers positioned in front of the students,

learning assessed through grades, evaluations in the form of tests... It is,
it seems that everything in the world has changed, except our current and old system of

teaching.

It is very common in organizations to conduct training sessions in which

the instructor is the center of the learning process, making little use of the
people's experiences for the construction of knowledge.

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 ACTIVE METHODOLOGIES

Education is still based on the model resulting from the perspective

pedagogical, in which the emphasis is centered on the role of the teacher and not the student.

This model is present not only in schools and universities but also
in the educational practices of organizations. Paraphrasing Paulo Freire, we see a

student still in the position of a "mere yawning receptacle of knowledge".

And what is the impact of using this model for Generation Y, super
connected and with information available at your fingertips?

So why don't we take the focus off the 'teacher' to effectively achieve the
formation of an active, critical, reflective, and transformative subject? It is more than

at the time we change the methods used in our educational practices, in order to

use practices that put students in the main role of building and seeking

o conhecimento. Métodos voltados à problematização, à busca do conhecimento

in search engines and on social networks, tools aimed at construction

of timelines, comic stories, word clouds, etc., there are

to facilitate this change. Did you know that there are even tools that
Do they use the students' cell phones to construct knowledge in the classroom?

Learning through questioning and experimentation is more relevant

for a broad and deep understanding. "The curiosity of what is different and if
stands out in the environment, awakens emotion. And, with emotion, the windows of

attention, focus necessary for the construction of knowledge” (MORA, 2013, p.66).
In this way, it is important that the educational process involves the participants in

center of the learning process, through questioning, stimulating

creation, the search for solutions, experimentation, reflection, and sharing.

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 ACTIVE METHODOLOGIES

But, for the transformation in the way of teaching and learning to really

It is necessary for a change in posture from the one who teaches. Evaluate

our pedagogical concepts (beliefs, values) and check if our posture

methodological approach leading to significant learning is fundamental. This

it must be built from self-knowledge, from a reflection on the

educational practice and about our role as facilitator/mediator and no longer

of just a "teacher".

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 ACTIVE METHODOLOGIES

Model 70:20:10
The 70:20:10 model emerged in the 1990s as a work of Morgan McCall, Robert
Eichinger and Michael Lombardo, from the Centre for Creative Leadership, and currently

has been enhanced by Charles Jennings, founder of the 70:20:10 Institute. The
the conclusion of the studies suggests that successful professionals attribute to

acquisition of your competencies to:

70% of difficult missions and professional challenges,

that is, through experience.

20% coming from colleagues and superiors,

that is, through exchange.

10% to traditional training and readings,

ou seja, por meios formais de aprendizado.

Thispercentagedistributionoflearningiswhatwecallthe70-20-10model.

We have an inevitable reflection: if 90% of real learning is concentrated

in exchanges and professional experiences, why about 90% of the efforts

the areas of Training and Development (T&D) are focused on 10%

remaining (traditional or formal education)? Perhaps the reason for the ineffectiveness of some

development programs based solely on formal training

it is implicit in the concept of 70-20-10.

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 ACTIVE METHODOLOGIES

It is worth remembering that the 70-20-10 Model is not a magic formula to be followed,

but rather a reference model to be remembered and considered when thinking about

training and development programs. There are many critics questioning

the validity of the research and studies that led to the 'magic numbers' 70, 20

and 10, but one fact is indisputable: experiences are truly relevant to

professional learning.

It is possible to improve the classroom experience using the 70-model.

20-10?

The 70-20-10 concept can be adapted to any need.

of learning, including for an 8-hour class. In a world where

information is available in real time, long classes no longer seem to make sense

with PowerPoint presentations and endless readings. Other initiatives

como Flipped Classroom podem apoiar o modelo 70-20-10 e liberar espaço para

authentic experiences in the classroom.

What activities fall under 70, 20, and 10?

The following figure presents some suggestions for types of activities that can be conducted.

to fit into each percentage of the 70-20-10 model.

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 ACTIVE METHODOLOGIES

Do
Experiences

Share
Exchanges, social learning

to know
Formal learning

70% — Do
{"Simulações":"Simulations","Role Play":"Role Play","Business games/Jogos":"Business games/Games"}

Progressive practice; Dramatization...

20% — Share
Case studies; Coaching; Team Coaching; Group work;
PBL (problem-based learning);
Building a word cloud in the classroom; Group quiz;
Teach Back; Discussion; Action Learning...

10% — Knowledge
Expository classes; Seminars; Congresses; Lectures;
Readings of books, articles, etc...

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 ACTIVE METHODOLOGIES

Flipped Classroom
In traditional education, the classroom serves for the teacher to transmit
information for the student. After this transmission, the student studies and is evaluated.

The flipped classroom is a new way of promoting

learning, in which the student is active in this process. The student studies beforehand

from the class and the class becomes a place of active learning, where there are questions,

discussions and practical activities.

The facilitator works on the students' difficulties, instead of

presentations on the content. Encourages knowledge sharing
(peer-to-peer learning) and interaction.

Vygotsky pointed out that learning is the result of an interactive process.

he considered the existence of a ZPD (zone of proximal development). The

ZDP represents the difference between what the learner can do individually and
that which is capable of achieving in collaboration with other people.

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 ACTIVE METHODOLOGIES

Experiential Learning Cycle

The experiential learning cycle is a methodology adapted by Fela

Moscovici, within his Laboratory Education proposal. Education of

laboratory is a generic term applied to a set of methodology that

see personal changes based on experiential learning

or in experiences. These changes are related to learning of

cognitive level (how to obtain new information, new knowledge), at level

emotional (reflections, coming into contact with feelings), at an attitudinal level and

behavioral level (MOSCOVICI, 2013).

The name laboratory fundamentally indicates the experimental nature of

situation, in the sense that participants are encouraged to reflect on

his actions, his behaviors, and his feelings in a safe place,

what the group itself is. The methodology used for this is experiential - the cycle of

experiential learning. This cycle includes four sequential stages and

interdependent: activity, analysis, conceptualization and connection (MOSCOVICI, 2013).

Experiential Learning Cycle (Source: MOSCOVICI, 2013)

Activity

Cycle of
Connection Learning Analysis
Experiential

Conception

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 ACTIVE METHODOLOGIES

Experiential Learning Process (Source: MOSCOVICI, 2013)

Living experience

Experimentation/Risks Challenge
Activity

Search for changes Involvement

Resistance to Threat
Change Closing

Correlation Process
Connection Rigidity Analysis
with the real Diagnosis
Dissonance
Negation Crisis
Feedback
Enquistamento
Reformulation
Awareness
Conceptualization

Cognitive Map

If there is a lot of resistance from group members, this may be

strengthened in the second stage with the non-acceptance of feedback, positioning itself

even more strictly to defend their point of view and as a consequence,

to distance oneself from the group. It may still not be

benefited, failing to open up to experience and learn, and the fourth stage,

disconnection, will be harmed by not allowing reflections on experiences.

These reactions can be an obstacle to learning, but also,

to carry on the process in a different way. It is important to respect.

the moment of each subject, welcoming and allowing them to be free to choose how

participate in this process. Many times, even if closing off to an activity,

some people stay in the group and gradually this starts to do more

makes sense to him. The fact of being present, even if only observing,

it can bring many reflections and changes.

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 ACTIVE METHODOLOGIES

Gamification
Gamification, as a strategy, has enormous potential to engage in

learning process. In a very simple definition, Gamification makes

the most attractive daily activities and processes and consequently more

effective, thus generating greater interest and engagement from employees.

This innovative approach – and still unknown to many – uses

game mechanics to make the execution of simple tasks and even processes
more attractive strategic approaches, taking advantage of the natural predisposition of the human being

to solve practical problems and compete in a healthy way.

Gamification is not the same thing as Game

Many people believe that gamification is the same as playing or then

transforming something into a game. This type of conceptualization, although it does

in a certain sense, it is very far from the true definition of this methodology or

of its practical application. To dispel this misunderstanding, let's begin

understanding what games are.

A game is a system in which players engage in a challenge.

abstract, defined by rules, interactivity and feedback; and that generates a
quantifiable result frequently eliciting an emotional reaction.

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 ACTIVE METHODOLOGIES

Games

I really like the definition used by Karl Kapp in his book 'The Gamification'

of learning and instruction" that says:

Observing through this prism, we can understand that a Game is a

closed system, constituted by previously defined rules that promote the

voluntary engagement of your participants through specific elements.

A game can contain aspects of reality or even its essence, but the

the game will never be a true copy of real life. So, if we have to play

because someone ordered, it stops being a game since it is also not

something essential, in fact we can consider it superfluous, becoming only

a need when you feel pleasure during the game.

Gamification

Gamification is not the art of creating games, much less turning life into a

game. Gamification studies the elements that make games so attractive

for the human and how to transport them to the common tasks of the day to day

making them more attractive.

Let's look at 4 aspects that define a Game very well:

1. Games have clear and well-defined goals that make players...

the player knows perfectly what is expected of him. This gives the player something

very important: a sense of purpose in carrying out your task.

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 ACTIVE METHODOLOGIES

2. Games have rules that establish how one should reach

result. Good games limit the obvious ways to achieve goals and
they encourage their participants to explore other paths, sharpening thus the

creativity and strategic thinking.

3. Real-time feedback that informs the player if they are on the right track

certain or approaching the goal. This type of information shows that the goals
are achievable and motivate him to keep playing.

4. Participation is voluntary, that is, when someone agrees to participate in

a game it is accepting the goal to be achieved, the rules and the feedbacks

constants.

Now imagine, if we could transpose these aspects to the room of

class? Create purpose for activities, stimulate creativity and thinking

strategic, provide constant feedback and keep students engaged through

of a voluntary execution of tasks. This is exactly what gamification

suggest, awaken in people a greater interest in their tasks, applying

the elements that make games something so extraordinary and motivating.

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References
BACICH, L.; MORAN, J. Active methodologies for an innovative education: a
theoretical-practical approach. Porto Alegre: Penso, 2018

BURKE, B. How gamification motivates people to do extraordinary things.

dinaras. São Paulo: DVS Publisher, 2015

FLORA, A. Gamification: how to create engaged learning experiences

ras. SP: DVS Publisher, 2015

MOSCOVICI, F. Interpersonal development: group training. 22nd

ed. Rio de Janeiro: José Olympio, 2013.

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