Multifunctional Roulette





Team:
Bruna Bellini
bellini.bruna@hotmail.com
Daniela Vidal
danividal2@hotmail.com

Social Group
Paula Amorim
paulaamorim8br@hotmail.com

Escola Municipal Júlio de Castilhos
Praça Santos Dumont, 96 - Gávea, Rio de Janeiro, RJ

Resume:

The project was realized at the Municipal School Julio de Castilhos, in Gávea, where we met the teacher Paula Amorim , who teaches for the first year students (literacy). Attending to the teacher's classes at least twice a week , we realized what activities are more present in their daily lives. Paula always had some kind of game with the students , sometimes played ''forca'' others, ''adedanha''. Other than that, she used to work with the handout provided by the city of Rio de Janeiro and also with homework for their students to copy. During her classes me and my partner were collecting phrases spoken by the teacher , in order to realize the "Word Game" , which would result in the choice of our target phrase . From the set of words that made up the vocabulary universe of Paula, we recognize as the theme for the project: "Syllable goes, ten comes'' . As students were being literate the phrase was perfect for the class routine. In class, Paula used to give some exercises for the kids, among them were the math questions, which they were learning to solve. This exercise is an example of an activity realized by the intercessor which fits in the phrase already chosen because when the students solve the exercise, they should also separate the tens and the units of the result. Starting from the chosen phrase , we were in charge of carrying twenty initial experiments that must have relation with the main phrase. After we take all the experiments for Paula to use them, we asked her to do the dynamics of hot/cold (activity where the intercessor should classify the experiments according to the ones she liked best and the ones she didn't liked). Among the experiments classified as the hottest were present some roulettes that we had created. Such roulette aroused great interest from the teacher Paula and she said it made the class much more dynamic. Noticing her interest in the roulette , it became clear that we had to create variations of the same object. This way was made: we created double and triple roulettes about different subjects and we took them to Paula to test. All roulette wheels were very attractive to our intercessor that, on second the hot/cold, made sure to leave them in weight among the hottest variations. Thinking about how all the roulettes were interesting for both Paula and for her class, I wanted to find a way to put that, together into one so that all of them would be part of the final product. But how? So we had the idea to create a roulette where the teacher would have the freedom to use the way she wanted, adapting it during the lesson. Then came the idea of doing something like the slate she uses in class to teach (white board). We've cut 3 pieces of wood in a circular shape, one smaller than the other. As the wood already had a white surface, we needes a way to make possible to write and erase it easily: contact. We glued contact on all surfaces, and with a large bolt all the parts were got together. That's how we've created our ''Multifuncional Roulette''. Paula loved the roulette. First she used it as a way to create accounts and challenge students: in the more outside and inside layers were written numbers from 0 to 9, and in the middle layer , she mixed signals of plus and. Spinning the roulette kids made up different math accounts. Then Paula wrote the alphabet in one layer and another wrote categories like name, object , fruit and animal. The goal this time was to randomly select a category and then a letter: the student should say a word in accordance with the letter and the category drawn. Besides these , there are numerous other ways as Paula could use the wheel , she just need to think how else fits in your class.

Personal Conclusion

Bruna Bellini: Ana Branco's project have the incredible purpose to include us in the public schools showing, for many, a very different reality. This more humanitarian proposal was perhaps what was missing in the first period project It was amazing to experience: create a relationship with the students, know the history of some and try to make others more comfortable with my presence at school. In addition, the project itself made me much more confident because I was very pleased with my final result. At the end of the project , I felt that I can organize myself better than before, which may have been my greatest learning from this project. Daniela Vidal: This project has enriched me a lot not only didactically but also as a person. In the didactic part I overcame myself, I found out that I'm more capable that I thought I was and I had a much better performance and result that the first project. I got better in drawings, in the way to express myself in texts and I'm less afraid to express my ideas.As a person, I learned not to just say thank you to someone as usual. I learned to thank the others making clear the good that the person did to me. I learned to thank the other making clear what good made me and how much did me good.Going to the school and seeing h these students everyday reminded me of the world through the eyes of a child that in the rush of everyday life we forget how simple and true it can be . This project was very important to develop the designer look that create something that innovates. And thanks to Ana Branco's project, I could develop it into a school whose reality is different than the one I live in. It was great for me to be part of this project that involves us and teaches us not to forget to embrace anything we do.

Thanks

Bruna Bellini: Thanks to my partner Daniela, for doing the project with me one more time, showing me that we are able to do something better than we already did. Thanks for our great relationship, without any disagreement during the project. We've always talked about our different opinions and reached a consensus, which were always better than our separate ideas . This showed me that it is essential always to listen to the opinions of others, because they complement ours. I thank the teacher Paula, for always being fully available to me and my partner, and also for being so affectionate with us throughout the project. It made me a lot more comfortable to frequent the school knowing that our ideas were being very welcome. Also thanks for always being open to our ideas, showing herself very pleasurable to put them into practice, creating in me a huge satisfaction with the project. Daniela Vidal: I thank Paula for all her attitudes during our project. She was always very helpful, available, friendly and affectionate with us. I'm very grateful to her for the way she welcomed us since the first day we walked into the room. I must also thank all the students in the class: these kids gave me smiles in all the classes I attended with them. All of them, without exception, were extremely loving and gentle with me; they can't even imagine but the hugs that I've earned from them made my days way better. It was wonderful to have this experience with them and remember the point of view of children about life , something so simple, sweet and above all true. At first some children were more shy than the others, and it was very rewarding to see them gaining confidence in me. In the end, the kids were very entertained with me. I'm so thankful to Paula for allowing me to be part of it. I thank Bruna for doing the project with me one more time. I'm very grateful to see that we've grown together compared to the last project. I thank her for being such a good partner when we had to solve something of the project that fled from what we've planned and also for all the dawns awake to complete a detail that we've left for the last minute. Thanks for listening to me on days we were working on the project and that I wasn't well. All this makes me very grateful and give me sure that I got the right partner once again. Thanks also to all classmates, it was very quiet work in the same room with them and share experiences. I must also thank our teachers Ana Vicente, Vanusa, Luciana and all others who participated in the workshops with us. I am very grateful for the assistance, tips and the correction of our mistakes, which only teach us. I also thank our instructors Miguel and Joana, always available and willing to help and give us tips Working in this project class was very good to me. The good energy of the people and the harmony in coexistence only makes me thank for everything and I’m sure that going to this class was the best choice for me.

Advocate Evaluation

“The project was very well received by the class, which was enthusiastic about the news presented by PUC’s students and the charisma of the same. They watched closely my work and developed a project according to our school reality and learning, making literacy work more attractive and developing greater attention, focus and interest of students . The students, Bruna and Daniela, deserve congratulations for their commitment, overcoming and success. Thank you so much.”

Discipline: DSG 1002
Class: 1AC
Teachers: Ana Branco, Luis Vicente Barros, Luciana Grether, Vanusa Maria de Melo

e-mail: anabranc@puc-rio.br

Versao Portugues