tag:blogger.com,1999:blog-15034867962402727782024-02-18T18:35:52.654-08:00CLIP - Oporto International School - The first schoolThe metaphor of the global village appears, thus, to be quite appropriate.
A village is not characterized by persons - clones of each other. Rather, each villager, each member of the community, has a unique physiognomy, occupies a well defined place, possesses a personality that is simultaneously distinct and socially viable. The village, contrary to the city, collaborates more than competes, and its progress is generally the result of common effort.Alexhttp://www.blogger.com/profile/02587913840254052163noreply@blogger.comBlogger28125tag:blogger.com,1999:blog-1503486796240272778.post-87218335788124592542012-01-15T04:41:00.000-08:002012-01-15T04:42:18.358-08:00Endless N Road: N - Comentários<a href="http://endlessnroad.blogspot.com/p/n-comentarios.html?spref=bl">Endless N Road: N - Comentários</a>:Alexhttp://www.blogger.com/profile/02587913840254052163noreply@blogger.com0tag:blogger.com,1999:blog-1503486796240272778.post-65465405408037769392011-12-01T10:32:00.000-08:002011-12-01T10:37:07.743-08:00The Future of Humanity - Educating Our Children<div align="justify"><a onblur="try {parent.deselectBloggerImageGracefully();} catch(e) {}" href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEje5Q8bREbCXcRTv8oYMoRUr649c0LAqvwkgq1F9VVD1DgDt1h-c8TmqUcK2cunrOPBN9BmTXRTsB_3qUhwLyW4l0Hn0s0WAfOAV7VZhs12BJv5kCiReCYaKN-OkxM0yk0rKoqhyruI3aQ/s1600/Instant%25C3%25A2neo+1+%252817-04-2011+17-25%2529.png"><img style="margin: 0px 10px 10px 0px; width: 207px; height: 178px; float: left; cursor: pointer;" id="BLOGGER_PHOTO_ID_5681230663667273378" border="0" alt="" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEje5Q8bREbCXcRTv8oYMoRUr649c0LAqvwkgq1F9VVD1DgDt1h-c8TmqUcK2cunrOPBN9BmTXRTsB_3qUhwLyW4l0Hn0s0WAfOAV7VZhs12BJv5kCiReCYaKN-OkxM0yk0rKoqhyruI3aQ/s320/Instant%25C3%25A2neo+1+%252817-04-2011+17-25%2529.png" /></a><font face="trebuchet ms">Recognized divisions in the life cycle are sometimes known as age grades and very often important ceremonies mark the transition from one age grade to the next. The rites that mark the passage from being seen as a child to being seen as a young man or woman have been investigated by anthropologists in many societies. Such rites are very visible and often marked by physical scarring or the subsequent wearing of different clothes. In this way all will know just how anyone may be expected to behave and how in turn they should behave towards those they meet. In our own society there is much difficulty in knowing when transitions from one age grade to the next do occur.<br />The future opportunities in life, or in the terms used here, the possible pathways through the social structure open to an individual, are largely determined by the nature of the social positions into which he is put willy-nilly. In other words the roles that he may achieve are in many cases constrained by his roles. In our society, though this is perhaps not so true of socialist societies, boys have more chance of becoming engineers or bus drivers than do girls, who in their turn are more likely to work as librarians or typists. There is also a greater probability that children born into the middle class will achieve an occupation of higher status than boys and girls of working-class parents. Basically these two examples draw our attention to the manner in which the social structure may be seen as providing tracks or pathways through life from which it is very difficult, though not impossible, to deviate.</font></div>Alexhttp://www.blogger.com/profile/02587913840254052163noreply@blogger.com0tag:blogger.com,1999:blog-1503486796240272778.post-55515802050500406812011-07-09T01:56:00.000-07:002011-07-09T01:58:01.193-07:00Artur Victoria, after starting the CLIP- Colegio Luso Internaional do Porto hired Mr. Cabral to be the Rector of the School<iframe width="425" height="349" src="http://www.youtube.com/embed/QZ6pJVGatmU?hl=pt&fs=1" frameborder="0" allowfullscreen></iframe>Alexhttp://www.blogger.com/profile/02587913840254052163noreply@blogger.com1tag:blogger.com,1999:blog-1503486796240272778.post-63382608837125805912011-05-23T04:23:00.000-07:002011-05-23T04:24:28.763-07:00Commencement Day<object width="425" height="344"><param name="movie" value="http://www.youtube.com/v/I0iDafpbTsU?hl=pt&fs=1"></param><param name="allowFullScreen" value="true"></param><param name="allowscriptaccess" value="always"></param><embed src="http://www.youtube.com/v/I0iDafpbTsU?hl=pt&fs=1" type="application/x-shockwave-flash" allowscriptaccess="always" allowfullscreen="true" width="425" height="344"></embed></object>Alexhttp://www.blogger.com/profile/02587913840254052163noreply@blogger.com0tag:blogger.com,1999:blog-1503486796240272778.post-20088139641015328912011-05-23T04:21:00.000-07:002011-05-23T04:22:56.880-07:00Video compilation<object width="425" height="344"><param name="movie" value="http://www.youtube.com/v/OuVGBj-At4Q?hl=pt&fs=1"></param><param name="allowFullScreen" value="true"></param><param name="allowscriptaccess" value="always"></param><embed src="http://www.youtube.com/v/OuVGBj-At4Q?hl=pt&fs=1" type="application/x-shockwave-flash" allowscriptaccess="always" allowfullscreen="true" width="425" height="344"></embed></object>Alexhttp://www.blogger.com/profile/02587913840254052163noreply@blogger.com0tag:blogger.com,1999:blog-1503486796240272778.post-84020476482115763312011-05-18T09:53:00.000-07:002011-05-18T09:56:15.173-07:00Say "Godd morning everyone"<iframe width="425" height="349" src="http://www.youtube.com/embed/t13EtLQ6KCE" frameborder="0" allowfullscreen></iframe>Alexhttp://www.blogger.com/profile/02587913840254052163noreply@blogger.com0tag:blogger.com,1999:blog-1503486796240272778.post-46781287107355836942011-05-08T04:05:00.001-07:002011-05-08T04:06:08.343-07:00A dance lesson by Sue Saiva<object width="425" height="344"><param name="movie" value="http://www.youtube.com/v/tk6ilXEVOhY?hl=pt&fs=1"></param><param name="allowFullScreen" value="true"></param><param name="allowscriptaccess" value="always"></param><embed src="http://www.youtube.com/v/tk6ilXEVOhY?hl=pt&fs=1" type="application/x-shockwave-flash" allowscriptaccess="always" allowfullscreen="true" width="425" height="344"></embed></object>Alexhttp://www.blogger.com/profile/02587913840254052163noreply@blogger.com0tag:blogger.com,1999:blog-1503486796240272778.post-64027149804830897412011-05-04T11:35:00.000-07:002011-05-04T11:37:27.707-07:00Commencement Day at CLIP - Colegio Luso Internacional do Porto<object width="425" height="344"><param name="movie" value="http://www.youtube.com/v/Py-UYRqA7u0?hl=pt&fs=1"></param><param name="allowFullScreen" value="true"></param><param name="allowscriptaccess" value="always"></param><embed src="http://www.youtube.com/v/Py-UYRqA7u0?hl=pt&fs=1" type="application/x-shockwave-flash" allowscriptaccess="always" allowfullscreen="true" width="425" height="344"></embed></object>Alexhttp://www.blogger.com/profile/02587913840254052163noreply@blogger.com0tag:blogger.com,1999:blog-1503486796240272778.post-55969893615378609062011-05-04T11:03:00.001-07:002011-05-04T11:05:28.834-07:00Clip – Colégio Luso Internacional do Porto (Oporto International School) In the new building in Foz<div align="justify"><img style="margin: 0px 10px 10px 0px; width: 237px; height: 196px; float: left; cursor: pointer;" id="BLOGGER_PHOTO_ID_5602923235383588722" border="0" alt="" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjzqNMtWtRZAFyGHlHnaebuDj_5Cy4FSG2vFsx9AIgPIXy7eIxGOCsQXEmsQiz1qTVFMbTI6VdG7n3qGJAHguj_XX1-qRcq42c6ssufAmFcFAuQGmJ9Po5BHmEobc2mYhNDEC07B7VhyC4/s320/CLIP+colegio+Luso+Internacional+do+Porto+.jpg" /><font face="trebuchet ms">In the newspapers in 1987 we could read:<br />There is a new School in Porto that plans to assign two academic degrees - a lack in Portugal: the International Bacheloreat and the International Certificate of Education. The College is operating since the beginning of the school year that will end now.<br />At present, the College Luso International Port (North) is installed temporarily in Quinta do Mirante which is located in Largo Megide Canelas, Vila de Gaia at Quinta do Mirante. The final installation of the College is planned to be in a property that formerly hosted CIMPOR located on the promenade of the Porto – Douro river, more precisely in the angle formed by Dom Pedro V Street and Restauração.<br />Final negotiations are underway for the purchase of the property, which is degraded. Is expected to recover and adapt the old building to the needs of the College.<br />The didactic project of the College done by Artur Victoria indicates the full teaching at all levels of education, since primary to secondary school and eventually, in a middle term future to its own University.<br /> The school program for an Worldwide equivalent studies degree is established by the Association Bacheloreat - an international organization created 15 years ago in Geneva, Switzerland, to establish an educational curriculum that avoids the problem of equivalence between countries in education, from primary to university placement.<br /> Thus, schools that teach the curriculum of the Association Bacheloreat is mainly children and young people, children, technicians, businessmen and migrants, who are regularly transferred country to country by its professional commitments. Moreover, these schools are also frequented by students, which desire or intend to join foreign colleges.<br /> The degree Bacheloreat International that the International College of the North award represents our 12th year, allowing access to the University. and is recognized by the Ministry of Education and Culture Portuguese since January 86.<br /> For the other degree that the College will assign - International Certificate of Education - equate it to our 9 th year, but has not yet been established by the Association Bacheloreat, which should happen before the school year 88/89.</font></div>Alexhttp://www.blogger.com/profile/02587913840254052163noreply@blogger.com0tag:blogger.com,1999:blog-1503486796240272778.post-49697913734653274082011-03-26T09:29:00.000-07:002011-03-26T09:46:59.124-07:00Old times ...<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgDMpXkVt7TKZx2WmDMQeIoWNqYbb3A1Vj66T8UZUoEpd9lcRmwYUVqOGuQswOCOnW2nUVpHzSUGjYQGicXOf3couS0Lf0YX1Cq0XO2cfZhjuw8vMMxzr8WpWysWWPqY_AvrjC2xZC04Q8/s1600/CLIP+ColegioLuso+Internacional+do+Porto.jpg"><img style="MARGIN: 0px 10px 10px 0px; WIDTH: 320px; FLOAT: left; HEIGHT: 255px; CURSOR: hand" id="BLOGGER_PHOTO_ID_5588431077121942450" border="0" alt="" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgDMpXkVt7TKZx2WmDMQeIoWNqYbb3A1Vj66T8UZUoEpd9lcRmwYUVqOGuQswOCOnW2nUVpHzSUGjYQGicXOf3couS0Lf0YX1Cq0XO2cfZhjuw8vMMxzr8WpWysWWPqY_AvrjC2xZC04Q8/s320/CLIP+ColegioLuso+Internacional+do+Porto.jpg" /></a><br /><div><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjqGzZPg8rSVcsAdvubkK86gDePzFP_KpcwiJIwWIi6GZNFMu5N3dDSwoDKunuTn-UPmMYRnH5i3-J-G4CXA1W0EqPjYrvdyjETVHIAfHjz54wEmBIK6XFSSo8dEWN2ncdEw7E7xwzLqmM/s1600/9.jpg"></a><br /><br /><br /><br /><br /><div align="justify"><span style="font-family:trebuchet ms;">In a simple cerimony, every year Ruben Cabral delivered the Pupils diplomas at CLIP - Oporto International School.In the picture is Filipe Candeias, the CLIP Dean Doctor Ruben Cabral, Mrs Lidya Silva and Mr. Fritz Spauen.</span></div><br /><div align="justify"><span style="font-family:trebuchet ms;"></span></div></div>Alexhttp://www.blogger.com/profile/02587913840254052163noreply@blogger.com0tag:blogger.com,1999:blog-1503486796240272778.post-61202537072063985472011-02-23T06:09:00.000-08:002011-02-23T06:13:18.961-08:00CLIP - Colégio Luso International Port - initial building location - change of plans<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjL-zFAposPYPnzSyewTws4SpMYiILWseBAaZbAvkcnUhu7GPZBlP2t_4DYSBt02uzMxMzZ9FenIwGCE9Xc9CYT8GCH_ok5yBHlxROZaQL3WRXZYO5aVbYK6zBvYXcY1uJ4NlwMlzeP8C0/s1600/CLIP+-+Colegio+Luso+Internacional+do+Porto+-+Estudo+maquete+por+Artur+Victoria+2.jpg"><img style="MARGIN: 0px 10px 10px 0px; WIDTH: 320px; FLOAT: left; HEIGHT: 230px; CURSOR: hand" id="BLOGGER_PHOTO_ID_5576887239285490194" border="0" alt="" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjL-zFAposPYPnzSyewTws4SpMYiILWseBAaZbAvkcnUhu7GPZBlP2t_4DYSBt02uzMxMzZ9FenIwGCE9Xc9CYT8GCH_ok5yBHlxROZaQL3WRXZYO5aVbYK6zBvYXcY1uJ4NlwMlzeP8C0/s320/CLIP+-+Colegio+Luso+Internacional+do+Porto+-+Estudo+maquete+por+Artur+Victoria+2.jpg" /></a><br /><div><span style="font-family:trebuchet ms;">This project has been frustrated by the decision of President of the Junta de Freguesia de Massarelos Pedro Vinha Costa arguing that it would collide with an illegal occupation of the building by the residents' committee. It was then decided to move to the building of the STCP in Castelo do Queijo</span></div>Alexhttp://www.blogger.com/profile/02587913840254052163noreply@blogger.com0tag:blogger.com,1999:blog-1503486796240272778.post-64271794526396623402011-02-23T06:05:00.000-08:002011-02-23T06:09:04.227-08:00CLIP - Colégio Luso International Port - had as its initial building in the abandoned of the fish warehouse.<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgr5U8CPa-O1jxtOvNavGzGk_XkJPP3JddXRL-E3aNWvt9k297AtU8CsEHFPRsum7Y-oUDXRi6ygAxetlMiyFOJzH4EzyAbaDpGpqW-Rq1b_6IpOd3JQF_ulfdCePK8Q6NlspIwBmdS058/s1600/CLIP+-+Colegio+Luso+Internacional+do+Porto+-+Estudo+maquete+por+Artur+Victoria+3_Page_01.jpg"><img style="MARGIN: 0px 10px 10px 0px; WIDTH: 320px; FLOAT: left; HEIGHT: 226px; CURSOR: hand" id="BLOGGER_PHOTO_ID_5576886726415637618" border="0" alt="" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgr5U8CPa-O1jxtOvNavGzGk_XkJPP3JddXRL-E3aNWvt9k297AtU8CsEHFPRsum7Y-oUDXRi6ygAxetlMiyFOJzH4EzyAbaDpGpqW-Rq1b_6IpOd3JQF_ulfdCePK8Q6NlspIwBmdS058/s320/CLIP+-+Colegio+Luso+Internacional+do+Porto+-+Estudo+maquete+por+Artur+Victoria+3_Page_01.jpg" /></a><br /><div><span style="font-family:trebuchet ms;"></span></div><br /><div><span style="font-family:trebuchet ms;">CLIP - Colégio Luso International Port - had as its initial building in the abandoned of the fish warehouse. It would be built in Massarelos near of Douro river a set of buildings with classrooms, laboratories, auditoriums, houses for teachers. It was part of the model a cultural center and library - Artur Victoria asked for a model of the premises.</span></div>Alexhttp://www.blogger.com/profile/02587913840254052163noreply@blogger.com0tag:blogger.com,1999:blog-1503486796240272778.post-54912843902651552622011-01-09T11:39:00.000-08:002011-01-09T11:42:17.696-08:00CLIP - Colegio Luso Internacional do Porto - Concerto de Natal<p><iframe allowfullscreen='allowfullscreen' webkitallowfullscreen='webkitallowfullscreen' mozallowfullscreen='mozallowfullscreen' width='320' height='266' src='https://www.blogger.com/video.g?token=AD6v5dwDo5cURiWNsX5SrAloGTNyITwLuGamZZ7RGtFMekSTns16ZLc3i834hoGEYnSXXnuGcgtd_gTCWKLhHz6QRg' class='b-hbp-video b-uploaded' frameborder='0'></iframe></p><p>O Doutor Ruben Cabral organizava belos concertos</p>Alexhttp://www.blogger.com/profile/02587913840254052163noreply@blogger.com0tag:blogger.com,1999:blog-1503486796240272778.post-82098285301853757782010-12-28T07:49:00.000-08:002010-12-28T08:00:50.265-08:00Ruben Cabral discursa em 1990 aos alunos do CLIP - Colegio Luso Internacional do Porto<p><iframe allowfullscreen='allowfullscreen' webkitallowfullscreen='webkitallowfullscreen' mozallowfullscreen='mozallowfullscreen' width='320' height='266' src='https://www.blogger.com/video.g?token=AD6v5dz5NpOcdjAv16TAR2EUGk7fW8mJDG_N-4ol7UJW397Ee0h3wiTK3Ex3XIFWdZ2jxAQaA7l5NsjSMUbXlQnaqw' class='b-hbp-video b-uploaded' frameborder='0'></iframe></p><p><span style="font-family:trebuchet ms;">Artur Victoria in 1990 appointed Dr. Ruben Cabral Rector CLIP - Colegio Luso International Port. It has always been given great importance to musical activities.<br /></span></p>Alexhttp://www.blogger.com/profile/02587913840254052163noreply@blogger.com0tag:blogger.com,1999:blog-1503486796240272778.post-21375792616012782942010-11-11T03:26:00.000-08:002010-11-11T03:28:59.219-08:00Pupil's Achievements at School<div align="justify"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiz55R65HBa1b1U588HbhFDkUV07uPbyhLM73pLlFyUe0SwyKHRaECihid33UNhgWKx_sHE-cNMonl73lEoI-r-UnAfwFGm-eTyc7yYvucijtDTYDnNwSeRcKO_dDrxyaXCSwxwgQ1HEYw/s1600/CLIP+-+Colegio+Luso+Internacional+do+Porto-+uma+assembleia+de+escola+-+Artur+Victoria.jpg"><img style="MARGIN: 0px 10px 10px 0px; WIDTH: 241px; FLOAT: left; HEIGHT: 165px; CURSOR: hand" id="BLOGGER_PHOTO_ID_5538252602328096034" border="0" alt="" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiz55R65HBa1b1U588HbhFDkUV07uPbyhLM73pLlFyUe0SwyKHRaECihid33UNhgWKx_sHE-cNMonl73lEoI-r-UnAfwFGm-eTyc7yYvucijtDTYDnNwSeRcKO_dDrxyaXCSwxwgQ1HEYw/s320/CLIP+-+Colegio+Luso+Internacional+do+Porto-+uma+assembleia+de+escola+-+Artur+Victoria.jpg" /></a><span style="font-family:trebuchet ms;">Each mark is a summary of the pupil's achievements in a particular subject or group of subjects. In this respect the teacher should be guided by the scope and emphasis allotted by the syllabi to the various teaching items. Shortcomings in a field of minor importance should not entail the follow-up activities incumbent on school same reduction of a mark as would be prompted by more critical deficiencies. Marks for certain subjects in which written examinations are set should not be made wholly dependent on the results of those examinations. All achievements must be included in the assessment, and the teacher must avoid attaching too much value to results which are particularly amenable to assessment. Furthermore, marks must be based on observations and notes throughout the senior level grades and not only on impressions gained towards the end of this period. Even during years for which marks are not awarded, teachers must keep notes concerning the pupils' work as a form of documentation on which to base interviews with the pupils and their parents.<br />Pupils do not cease to be the responsibility of schools as soon as their compulsory schooling is ended. The school must provide follow-up educational vocational orientation to support young persons who are under 18 and who are neither studying nor working. Educational and vocational orientation must be conducted with the aim of providing these young persons with the opportunity of employment, vocational practice, training or education.<br />The comprehensive responsibility for following up the progress of school-leavers continues until they reach the age of 18. Thus if young person's terminate their employment before reaching this age, it becomes the duty of the school to resume follow-up educational and vocational orientation as soon as they terminate their employment.<br /></div></span>Alexhttp://www.blogger.com/profile/02587913840254052163noreply@blogger.com0tag:blogger.com,1999:blog-1503486796240272778.post-57536495605233811012010-10-31T08:36:00.000-07:002010-10-31T08:36:41.993-07:00Artur Victoria [arturvictoria] LOG em Whohub<a href="http://www.whohub.com/arturvictoria/log">Artur Victoria [arturvictoria] LOG em Whohub</a>Alexhttp://www.blogger.com/profile/02587913840254052163noreply@blogger.com0tag:blogger.com,1999:blog-1503486796240272778.post-35159246461085560412010-04-04T10:10:00.000-07:002010-04-04T10:16:08.335-07:00School Management - Colegio Luso Internacional Do Porto - A Study by Artur Victoria<div align="justify"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiL1v1fO6mbBAJWm0bLVgkycFnn8Y7LjQUHYeqkAKriHe5NDa6SXSw9kBiY8BmiPcbJbcgHqAl-ZJW6dPZTdtdforVt1rfN1LktB7NyADbDp8nv6yJT83DQz2443ijbwg-Dh1G7qgcsYns/s1600/CLIP+management+-+colegio+Luso+Internacional+do+Porto+-+Artur+Victoria.png"><img style="MARGIN: 0px 10px 10px 0px; WIDTH: 231px; FLOAT: left; HEIGHT: 171px; CURSOR: hand" id="BLOGGER_PHOTO_ID_5456332218952794162" border="0" alt="" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiL1v1fO6mbBAJWm0bLVgkycFnn8Y7LjQUHYeqkAKriHe5NDa6SXSw9kBiY8BmiPcbJbcgHqAl-ZJW6dPZTdtdforVt1rfN1LktB7NyADbDp8nv6yJT83DQz2443ijbwg-Dh1G7qgcsYns/s320/CLIP+management+-+colegio+Luso+Internacional+do+Porto+-+Artur+Victoria.png" /></a><span style="font-family:trebuchet ms;">Each school must be divided into work units The pupils within each work unit are divided into classes and also, for their everyday work, into groups of various sizes<br />Each school must be divided into work units. The pupils within each work unit are divided into classes and also, for their everyday work, into groups of various sizes.<br />The work unit need not comprise classes from the grade. A unit can, for example, be formed comprising pupils from grades I, 2 and 3. The work unit may also comprise classes from different levels.<br />An arrangement of this kind can often present great advantages. Senior pupils can help junior pupils.<br />Work units must be more than an administrative division. The aim is for them to be developed into a small school within the framework of the large one.<br />They must be conducive to close co-operation between staff and pupils.<br />Essential goals of school work are more easily attained if certain duties within school management districts are delegated to the work units. Duties of this kind include the following.<br />- The work units have an important part to play in educational planning.They should plan basic training in skills, the work to be done by remedial teachers, the timing of project studies and so<br />- The work unit is a natural framework for the discussion and planning of support for pupils in difficulty. No problem need be referred to the school pupil welfare conference unless it cannot be solved within the work unit, for example by consultation with parents, by the application of different methods, by the coverage of different subject matter, or by work in smaller groups, individual assignments etc.<br />- In many cases the work unit is the natural unit in which to agree concerning the scope of the pupils'' own responsibilities and their own contributions to the environment, and also to plan free activities. it is often a suitable unit for information to and discussions with parents concerning various matters.<br />Consultation concerning educational planning and concerning activities during the school year or the term should result in a working plan for the work unit. The Education Ordinance contains provisions concerning the duty of planning instruction and pupil welfare work within the work unit.<br />The working plan must outline a program and define goals and aims in such a way that it is possible at the end of the school year or term to evaluate activities and agree on any alterations that are to be made to working methods or aims for a future period of activities.<br />In this way schools are to advance by means of co-operation and consultations between pupils, staff and school management.<br />The organization of a school into work units makes it easier for teachers to co-operate in teaching teams. Co-operation of this kind between the adult members of the school community is an important example to the pupils of democracy in operation, and it is essential with a view to the consistent and purposive development of skills in different subjects.<br />Younger pupils can form hobby societies and class societies, and older pupils can develop societies covering a wide range of activities, e.g. sports, music, reading, drama, photography and various ideological topics such as temperance, religion and politics. The vitality of these societies very often tends to fluctuate, but schools can support and activate them by enabling them to participate in various contexts - for example, by contributing programs to school assemblies, publishing articles in a school magazine, putting on exhibitions etc. By giving them financial assistance, by giving various assignments to individual members and, if possible, by letting teachers who are particularly interested become members of the societies. School societies should have extensive powers of initiating free activities within their several spheres.</span></div>Alexhttp://www.blogger.com/profile/02587913840254052163noreply@blogger.com0tag:blogger.com,1999:blog-1503486796240272778.post-88243079952741898302010-01-10T06:49:00.000-08:002010-01-10T06:54:07.378-08:00Camp School Activities at CLIP - Colegio Luso Internacional do Porto<div align="justify"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhPbHWGWoWORs48rYF0sXevUSWnplnkClS0CBxlchxrm9DhqfuyDxi4Vx5q520z_Cll71GK_qQHkwiIHcPH9lHjwRCSzf3YIM4pWvrJSEagXwtuGxP8fJfpEsrW2WtzimiH-o5-8tB6MIY/s1600-h/CLIP+activities.jpg"><img style="MARGIN: 0px 10px 10px 0px; WIDTH: 249px; FLOAT: left; HEIGHT: 181px; CURSOR: hand" id="BLOGGER_PHOTO_ID_5425124493753428834" border="0" alt="" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhPbHWGWoWORs48rYF0sXevUSWnplnkClS0CBxlchxrm9DhqfuyDxi4Vx5q520z_Cll71GK_qQHkwiIHcPH9lHjwRCSzf3YIM4pWvrJSEagXwtuGxP8fJfpEsrW2WtzimiH-o5-8tB6MIY/s320/CLIP+activities.jpg" /></a><span style="font-family:trebuchet ms;">Residential camp school activities lasting for a couple of days or, more commonly, for about a week, provides pupils with an opportunity of studying the natural environment and people's life and activities away from the locality where their school is situated. Thus these activities are an integral part of regular teaching and provide a valuable supplement to ordinary school work. At the start of a new school level, they provide teachers and pupils with a good opportunity of getting to know one another.<br />In its narrower sense, the term working method denotes the method employed in pursuit of a goal, e.g. the acquisition or transmission of knowledge and skills.<br />Sometimes the working method to be used is obvious. Co-operation cannot be learned without practice, nor can one learn to plan an assignment and report on it plainly and coherently without applying a working method which makes this necessary, and one can never learn to assume responsibility for the common satisfaction unless responsibility is conferred and the appropriate demand is made.<br />In a number of cases the working method employed is a means of attaining something else, e.g. certain skills or insights. As a means to an end, the working method employed must be subjected to constant appraisal, so as to ascertain what is most efficient in different contexts, for different age groups, in different school environments, for different teachers and for individual pupils.<br />Experience hitherto has suggested that, for the sake of efficient learning, the working method employed should be governed by the following principles.<br />Work on different fields of subject matter should take as its starting point the pupils' image of reality. The teacher must try to build on the pupils' innate curiosity, allowing them to formulate and seek the answers to their own questions, and presenting problems which arouse their spirit of inquiry. Work should therefore start with something topical or near at hand. But it is equally important that teaching should then take the pupils further and broaden their apprehension of reality in time and space. Reality is not confined to society and the natural environment; it also includes emotional experience, cultural life, questions of belief, and ideals of different kinds.<br />If work in many cases can emanate from problems posed by the pupils themselves, schools will have good prospects of training the pupils in problem solving. They should realize the importance of acquiring sound knowledge as a means of making further progress, selecting the important knowledge in the context, drawing logical conclusions, testing each other's arguments and, finally, putting forward a solution.<br />Alternation between observations, theory and practice is often the best working method. In this way the pupils can acquire knowledge by investigating, observing and experiencing for themselves. They can learn to sift their observations critically, to range and deploy them in wider contexts. They can endeavor to draw conclusions from them, and they can learn to perceive relationships in society and the natural environment. They can then be given an opportunity of testing their theories and applying what they have learned.<br />With a working method of this kind, the teacher plays an active part in inducing the pupils to work critically, to realize the value of their observations, to reflect, to ask questions, to learn to sift, arrange and present subject matter. The teacher must also play an active part in directing the pupils' investigations into essential fields and in preventing them from getting bogged down in minutiae.<br />The active role allotted to the teacher highlights the importance which should be attached to discussions and co-operation between teacher and pupils. The teacher must not limit his contribution to merely organizing the work situations and then allowing activities to be guided by previously produced assignments. A working method of this impersonal kind is foreign to the aim of compulsory school to help its pupils achieve a process of all round development. But a working method involving alternation between observations, theorization and practice does not by any means suit every situation. Nobody can obtain direct experience of everything, and pupils must therefore also be familiarized with a working method whereby they share the experience of others. They must learn to make use of books, libraries and various media.<br />One should, however, beware of the tendency for verbal information to get the upper hand. Schools have sometimes limited observations and experiments and omitted practical exercises in order to save time. A one sided working method of this kind can easily cause school fatigue where many pupils are concerned. Practical exercises must be given generous scope in ordinary school work, in projects and in depth studies. The knowledge which the pupils acquire must be applicable to concrete tasks of different kinds or to discussion, creative activities and personal development. Practical exercises are the only way in which pupils can make knowledge their own property and acquire consolidated and meaningful insights.<br />Courses must therefore not be encumbered with general introductions covering wide fields of knowledge and leaving the pupil with no time for applying their new-found knowledge to assignments of different kinds.</span> </div>Alexhttp://www.blogger.com/profile/02587913840254052163noreply@blogger.com0tag:blogger.com,1999:blog-1503486796240272778.post-44923583763712599802009-12-13T08:27:00.000-08:002009-12-13T08:30:26.470-08:00Partnership Between School and Homes Colegio Luso Internacional do Porto - A Study by Artur Victoria<div align="justify"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEimaiPwQRdepM5pUzF1B3OCy6Fuac4uU_mWWHC6IXwPBt-cizuyIYNP8eaWr0july31_vldr2mYUp4cp5WqyYc4mozBEwxHKQ_NCeSunU1XBCLjN9QsICKHO9KD1zb5_2qCl_hgU5RRqMA/s1600-h/CLIP+todos.jpg"><img style="MARGIN: 0px 10px 10px 0px; WIDTH: 192px; FLOAT: left; HEIGHT: 137px; CURSOR: hand" id="BLOGGER_PHOTO_ID_5414758695273368690" border="0" alt="" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEimaiPwQRdepM5pUzF1B3OCy6Fuac4uU_mWWHC6IXwPBt-cizuyIYNP8eaWr0july31_vldr2mYUp4cp5WqyYc4mozBEwxHKQ_NCeSunU1XBCLjN9QsICKHO9KD1zb5_2qCl_hgU5RRqMA/s320/CLIP+todos.jpg" /></a><span style="font-family:trebuchet ms;">Partnership between schools and homes it is the responsibility of headmasters and preschool staff to ensure that all children and their parents are put in touch with the schools where the children are to begin their school careers. When children start school, contact between their homes and school should be established in collaboration with preschool. The aim should be for the transition from preschool to compulsory education to be smooth enough for the children to experience the activities of the two as a continuous whole.<br />Preschool and compulsory school staff should study the content and working methods of each others institutions. Field trips, joint conferences and/or services exchanges should be employed as a means of promoting unanimity of approach towards working methods and child development. This is particularly important in the case of children with home languages other than Portuguese, because language development is dependent on the measures taken on behalf of these children at preschool and compulsory school levels being consistent and well thought out. Special attention must be paid to children who are about to start school but are not attending preschool.<br />Together with parents and preschool institutions, schools must try to prevent individual pupils from encountering problems when they start school. Groups of different sizes and variable working methods will make it possible for schooling to be adjusted to maturity differences Schooling may be postponed if a child has not attained the maturity required in order to participate in instruction. The standpoint adopted by parents and their opinions concerning the child s needs must be decisive here. If schooling is postponed for a year, the child must be provided with a preschool plan, and in cases of this kind, participation in preschool activities is compulsory.<br />The primary and principal responsibilities for a pupil s are and upbringing rests with the home. School activities must support the home in its provision of an upbringing shaped regarding to the fundamental democratic values of our society. It can be very important for differences regarding norms and opinions on various questions to be discussed between schools and parents, so as to resolve any clashes that may occur.<br />School attendance is compulsory. It is the duty of a child s parents to ensure that the child completes its schooling. If a pupil has to be absent, owing to illness for example, its parents, or the person with whom the pupil is living, must immediately notify the school of the reason for the pupil s absence. Prior notice of absence must be given wherever possible. Attendance records must be kept in schools to enable parents to make sure that their children are at school during the school day. A system of this kind must include arrangements for promptly getting in touch with homes. It is the duty of schools to notify homes, if absence occurs without prior notice, and also to investigate cases of high absenteeism.<br />In order to contribute towards the positive development of each pupil, a school must be familiar with the pupil s entire situation. Schools should therefore keep themselves informed concerning the pupil s home conditions. Parents must be given the opportunity of following the work done at school, and they should also be enabled to take part in it. Contacts between schools and homes will benefit from the two sides getting to know one another. It is the duty of the school to ensure that contacts of this kind are established.<br /><br />Schools must also support partnership between the parents of different children, so that they can join in discussing such things as the planning of the school day, rules of contact and measures regarding the pupil’s leisure.<br />It is the duty of schools to get in touch with the parents of all pupils twice per school year. Responsibility for these contacts rests with the form master or mistress. These personal interviews and the direct contact they afford with parents are valuable. Contact can therefore be established by means of personal interviews, in which the pupil should if possible take part it is important for home language teachers to attend interviews with immigrant children and their parents and for remedial teachers to take part in interviews concerning children with particular difficulties. Class meetings can also be important, however, and several different types of contact should be developed and utilized.</span></div>Alexhttp://www.blogger.com/profile/02587913840254052163noreply@blogger.com0tag:blogger.com,1999:blog-1503486796240272778.post-39008091194723860332009-11-02T08:14:00.000-08:002009-11-02T08:16:58.977-08:00Preventing Pupils difficulties - Colegio Luso Internacional do Porto<div align="justify"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj_gr4AiFJVIeRxwSPPrpfOcUpukm6pPogd3XrjBgw2a74a-VLQUbEkW_Sj36OnjzdEVtdPxmJBHIFcBc661XSusH57DVd1PUdAGu-5FSRzXccA1sU5V_cuBw7RV3VOKDvvPcBQv3bXYXU/s1600-h/CLIP.jpg"><img style="MARGIN: 0px 10px 10px 0px; WIDTH: 204px; FLOAT: left; HEIGHT: 188px; CURSOR: hand" id="BLOGGER_PHOTO_ID_5399540921769773778" border="0" alt="" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj_gr4AiFJVIeRxwSPPrpfOcUpukm6pPogd3XrjBgw2a74a-VLQUbEkW_Sj36OnjzdEVtdPxmJBHIFcBc661XSusH57DVd1PUdAGu-5FSRzXccA1sU5V_cuBw7RV3VOKDvvPcBQv3bXYXU/s320/CLIP.jpg" /></a><span style="font-family:trebuchet ms;">Schools must try to prevent pupils from running into difficulties in the course of their school work. Content, working methods and organization must therefore be designed so as to be readily adjustable to the individuality of different pupils. Local decision-making powers, vested in the individual school, the work unit and the class, concerning subject matter, working methods and work procedures, are therefore essential in order for a school to discharge its duties successfully. If a pupil encounters difficulties in the course of his (or her) school work, consideration must be given to the possibility of altering school working methods. Teaching must be planned so as to permit a variable working method. The liberty which a school enjoys in the deployment of resources and regarding methods and the selection of subject matter provides good opportunities of this type of preventive work. Pupils with differing dispositions and interests must be able to experience school work as something capable of furthering their own development. Schools must offer variegated contents. Pupils must be allowed to participate in planning. And they must be able to choose different fields of study which are relevant to goals and main teaching items. Free options account for roughly one third of all school time at senior level. While at junior and intermediate levels time can be reserved for project studies. In certain cases assignments of this kind can be made to last longer for some pupils than for others. At the same time one must be alive to the conflict which often exists between the current. Schools must prepare pupils adequately for future working life and for future studies, for example in the form of recurrent education. Total adjustment to the pupils' spontaneous interests can result in their encountering great difficulties when they come to enter working life or continue their studies, in which case their school difficulties are converted into impediments later on in life. It therefore remains the task -and a difficult task -of teachers to try to steer the pupils' spontaneous desire for knowledge into important fields. and to utilize their practical vocational orientation together with conversations and interviews as a means of getting them to realize the value of different types of knowledge and skill. Schools must not isolate school work from the life of the community by making all activities freely chosen work, otherwise the pupils will suffer a shock when they come up against the demands which life involves. Gaps in elementary knowledge can result in lifelong social or psychological helplessness. Lack of previous knowledge tends to make pupils regard themselves as 'untalented', in which case schools help to accentuate social inequalities. It is above all necessary for basic training in the skills of speech, reading, writing and arithmetic to be conducted consistently and with determination. Shortcomings with regard to these skills aggravate school difficulties at higher levels. Boundaries between school levels must not be allowed to constitute boundaries regarding the practice of skills. Continuous reading instruction, for example, must be available to pupils at any level. As stated earlier, working methods must also be adapted to suit different pupils. Methods with an excessively verbal emphasis are particularly prejudicial to many pupils. Work based entirely on written material and written instructions gives an advantage to pupils whose ambition and educational motivation makes them less dependent on personal and emotional contact with a teacher for the maintenance of their endeavor. On the other hand it can very easily cause difficulties for pupils without these qualifications. Extensive scope must instead be allotted to investigatory elements in the natural and social environment and also to practical tasks. Methods of this kind are greatly facilitated by different teachers co-operating in teaching teams.</span></div>Alexhttp://www.blogger.com/profile/02587913840254052163noreply@blogger.com1tag:blogger.com,1999:blog-1503486796240272778.post-34651353989104894082009-10-19T08:09:00.000-07:002009-10-19T08:13:44.464-07:00Adoption activities at CLIP<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjc_bDB9Q2pIXigosFabuGBQB3-Wq4h_T9HEdJvorlWB3552CwouEC43WzuZlHV1zGd-k6cmSsjKhfojZGL2N7W1kKgvb5Rwxfufb2rCiZ6PhBiWHB7WERh_HmazEYYodGme1BkhSh_lco/s1600-h/logo+CLIP.jpg"><img style="MARGIN: 0px 10px 10px 0px; WIDTH: 120px; FLOAT: left; HEIGHT: 160px; CURSOR: hand" id="BLOGGER_PHOTO_ID_5394329483159110050" border="0" alt="" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjc_bDB9Q2pIXigosFabuGBQB3-Wq4h_T9HEdJvorlWB3552CwouEC43WzuZlHV1zGd-k6cmSsjKhfojZGL2N7W1kKgvb5Rwxfufb2rCiZ6PhBiWHB7WERh_HmazEYYodGme1BkhSh_lco/s320/logo+CLIP.jpg" /></a><span style="font-family:trebuchet ms;">Adoption activities are another way of developing a sense of social responsibility and strengthening community sense in a school. Senior pupils can help younger ones at preschool level, during lessons, in the school library or as part of an induction process senior pupils should be allowed to lead various group activities. Senior level classes can look after new classes, for example when pupils start school or when they change from one level to another. Pupils should be enabled to participate in the planning and conduct of open air days and camp schools.Pupils should be given the opportunity of developing different interests while working in groups under the leadership of associations, teachers, recreational staff, cultural workers, parents, fellow-pupils or other persons.</span><br /><div align="justify"><span style="font-family:trebuchet ms;">Activities at junior level can follow on from what the pupils have been accustomed to in their preschool career. The boundaries between lessons and free activities can be made flexible. Pupils may appreciate being given time during free activities to complete a task begun during lessons. Free and creative activities, singing, music, drama, pictorial work, story telling and short assemblies have a stimulating effect on the imagination and sensitivities.</span></div><br /><div align="justify"><span style="font-family:trebuchet ms;">At intermediate and senior levels - and already at junior level in many cases - discussions can be held of various questions arising out of the work done during lesson time or out of projects and optional courses. It is also important that constant efforts be made in various subjects to find new ways ahead and for discussions, the participation of cultural workers and representatives of associations and readings of literature to be employed as a means of encouraging the pupils to develop a full life during their leisure outside the school day.</span></div><br /><div align="justify"><span style="font-family:trebuchet ms;">Other activities can relate to general sporting and hobby interests and to aesthetic and ideological interests. This category includes, for example, team games, folk dancing, pictorial work and design, the care of animals and pets, orchestral music-making, motor engineering, model building and typing.A third group of activities comprises those which are run by the leaders of various organizations. To a great extent they may be identical with other activities, but they may also form part of the youth work done by the organizations concerned. Their content must be adapted to the age and maturity of the pupilsMusical activities by pupils can acquire considerable scope. </span></div><br /><div align="justify"><span style="font-family:trebuchet ms;">To facilitate even more extensive pupil participation than free activities allow, the headmaster may exempt pupils from lessons totaling up to 20 periods per year so as to enable them to participate in musical activities.</span></div>Alexhttp://www.blogger.com/profile/02587913840254052163noreply@blogger.com0tag:blogger.com,1999:blog-1503486796240272778.post-4681858799022048792009-09-30T10:16:00.000-07:002009-09-30T10:21:37.965-07:00Pupil's responsabilities at school<div align="justify"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEha3JzjVzPzQj89icWwYo2HcHVOIKTL1mxtcZdsY8x1kEWiwnwxSgwfDmeKUahTQPCp9TAyM0bd8_3xIXhrujB-JHHj5LLMdxtjPhUdW7VhgbSml3K3Tb2zsJNoUrax_byGmb0H7vijqGU/s1600-h/Clip+Colegio+Luso+Internacional+do+Porto+entrada+1%C2%BAdia.jpg"><img style="MARGIN: 0px 10px 10px 0px; WIDTH: 214px; FLOAT: left; HEIGHT: 320px; CURSOR: hand" id="BLOGGER_PHOTO_ID_5387311748118151890" border="0" alt="" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEha3JzjVzPzQj89icWwYo2HcHVOIKTL1mxtcZdsY8x1kEWiwnwxSgwfDmeKUahTQPCp9TAyM0bd8_3xIXhrujB-JHHj5LLMdxtjPhUdW7VhgbSml3K3Tb2zsJNoUrax_byGmb0H7vijqGU/s320/Clip+Colegio+Luso+Internacional+do+Porto+entrada+1%C2%BAdia.jpg" /></a><span style="font-family:trebuchet ms;">Pupil's responsibilities at Colegio Luso Internacional do Porto have been trained, achieving the greatest possible impact. It is also important as a means of individualizing working methods within different pupils groups and carrying out project studies or integrated projects. Co-operation in working teams also provides teachers with an opportunity of supporting and assisting one another.<br />Good co-operation between teachers and pupils is essential for success. Above all, co-operation is manifested in the everyday context through the joint planning of courses and through efforts to agree on the concrete objectives of a series of lessons.<br />Most consultation and partnership in school take place on an informal basis, but schools also need certain more fixed procedures of consultation and decision making. The purpose of this liberty concerning the planning of conferences in schools is the same as that of the free deployment of resources, namely for activities to be decided on and realistically planned at local level. This question should be covered in the school working plan;<br />Educational planning can be conducted on a concrete basis together with a particular group of pupils, in a work unit or in a class. In some cases there may be a desire to raise questions which are common to the teaching of a subject in several work units, throughout a school level or in the whole of a school management e.g. questions concerning printed teaching materials. The delegates attending conferences will then have to be selected accordingly. On other occasions the task of a conference may be to plan optional subjects or leisure activities together with associations and parents, or else to plan open air days, joint assemblies or cultural activities in school, in which case conferences of different kinds will be called for.<br />Educational planning meetings summoned by the headmaster or his nominee must be attended by equal numbers of pupil and teacher representatives, senior level pupil representatives being also entitled to participate in decision making. If planning can be done at class committee meetings attended by all pupils and not only by their representatives, this arrangement is to be preferred. It is important for discussions to be based on alternatives presented by the teachers.<br />If pupil participation is to be through the medium of representatives, the school must ensure that the representatives have a previous opportunity of discussing matters with their classmates. Afterwards they must be given an opportunity of apprising their classmates of the decisions arrived.<br />One of the goals of school is to give children and young person's a democratic education. Among other things, pupils must be able, together with their classmates, to allocate duties, organize reports on their work and put on exhibitions, to assume responsibility for younger pupils in need of assistance and to participate in efforts to establish a good environment at school. The pupils need practice in rational argument and in appraising categorical statements and critically examining simplified solutions to complex questions. They must accustom themselves to listening to other people's arguments and suggestions, even if these are very different from their own. They should be encouraged to develop a reflective attitude.<br />Pupils are to play an active part in shaping the school working environment. Collective duties for different pupil groups are calculated to break down alienation counteract mobbing and vandalizing tendencies and increase the pupils' self-confidence. Activities demanding co-operation and the shouldering of responsibility are a vital contribution towards illustrating the importance of democratic agreements and rules.<br />The pupils' participation in the internal work of the school also supplements their practical vocational orientation. For example, school library work, participation in the design of their immediate environment, leadership of free activity groups, the arrangement of exhibitions, participation in internal school information through pupil magazines, and the lending of assistance to younger children can provide pupils with a useful understanding of the way in which a workplace operates.<br />Pupil associations at school provide the pupils with an opportunity of gathering round subjects of common interest. In this way they acquire the habit of acting in various capacities within a regular association, and it becomes second nature to them to abide by democratic decisions but also to endeavor by democratic means to secure alterations to things which they disapprove of. Pupils should be encouraged to distribute elective appointments in class committees, pupil committees and pupil associations evenly between boys and girls. Pupil associations can be of various kinds.<br />Younger pupils can form hobby societies and class societies, and older pupils can develop societies covering a wide range of activities, e.g. sports, music, reading, drama, photography and various ideological topics such as temperance, religion and politics. The vitality of these societies very often tends to fluctuate, but schools can support and activate them by enabling them to participate in various contexts - for example, by contributing programs to school assemblies, publishing articles in a school magazine, putting on exhibitions etc. By giving them financial assistance, by giving various assignments to individual members and, if possible, by letting teachers who are particularly interested become members of the societies. School societies should have extensive powers of initiating free activities within their several spheres. </span></div>Alexhttp://www.blogger.com/profile/02587913840254052163noreply@blogger.com0tag:blogger.com,1999:blog-1503486796240272778.post-47578871663570692862009-08-26T07:18:00.000-07:002009-08-26T07:22:55.399-07:00The promises of CLIP - Colegio Luso Internacional do Porto by Artur Victoria<img style="MARGIN: 0px 10px 10px 0px; WIDTH: 260px; FLOAT: left; HEIGHT: 170px; CURSOR: hand" id="BLOGGER_PHOTO_ID_5374277334340511922" border="0" alt="" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhzBui_p67AtQKTZST9EwvJATT_1YvYn_WmyKH46_eAHHR6-a7xRQkWLDcGUqa1ooIrlhMRTlWUx6ETbBNgHG_4PdX-n0XsqPDQt9vgXRIwOb_Nl8nnniZHq6cfpC_Wg8LIgArY8Jw8luM/s320/Clip+Colegio+Luso+Internacional+do+Porto.jpg" /> <span style="font-family:trebuchet ms;">Cooperative Learning: the instructional program of CLIP is based on the premise that students can and should learn from each other, and that they must shoulder the greatest responsibility for their education. </span><br /><span style="font-family:Trebuchet MS;"></span><br /><br /><div align="justify"></div><p align="justify"><span style="font-family:trebuchet ms;"></span></p><p align="justify"><span style="font-family:trebuchet ms;"></span></p><p align="justify"><span style="font-family:trebuchet ms;">• Diversity and Cross-Cultural Education: the underlying concept of International Education is a learning process that positions the study of the diverse expressions of human life at the core of its program of studies.<br />• Individual Needs and Concerns: the program focuses on the needs and concerns of each individual student. The central programmatic focus in this regard is the Teacher Advisor Program coordinated by the Guidance Counselor.</span></p>Alexhttp://www.blogger.com/profile/02587913840254052163noreply@blogger.com0tag:blogger.com,1999:blog-1503486796240272778.post-36979198938007919722009-07-30T08:46:00.000-07:002009-07-30T08:59:22.875-07:00CLIP - A New School<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg84LgDbfvx1IGJdazXvYFeZ9xxc2IMwGpA1QuTKeJ-jtErmPLEGsIQ3Oq7cbCXuFU_yfu4TtVnDqHhOI1Id0DJJBP5kUFx4cU7CUN0z_tQHv2yGRHl0ESy1lEjhQ-7-hjbMw2ukhyphenhyphenRXxQ/s1600-h/clip.jpg"><img style="TEXT-ALIGN: center; MARGIN: 0px auto 10px; WIDTH: 320px; DISPLAY: block; HEIGHT: 132px; CURSOR: hand" id="BLOGGER_PHOTO_ID_5364283383954470914" border="0" alt="" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg84LgDbfvx1IGJdazXvYFeZ9xxc2IMwGpA1QuTKeJ-jtErmPLEGsIQ3Oq7cbCXuFU_yfu4TtVnDqHhOI1Id0DJJBP5kUFx4cU7CUN0z_tQHv2yGRHl0ESy1lEjhQ-7-hjbMw2ukhyphenhyphenRXxQ/s320/clip.jpg" /></a><br /><div align="justify"><span style="font-family:trebuchet ms;"></span></div><br /><div align="justify"><span style="font-family:trebuchet ms;">A village is not characterized by persons - clones of each other. Rather, each villager, each member of the community, has a unique physiognomy, occupies a well defined place, possesses a personality that is simultaneously distinct and socially viable. The village, contrary to the city, collaborates more than competes, and its progress is generally the result of common effort. Are we saying that the world of the future will be the New Jerusalem, the civitas Dei, the utopian society revisited? Of course not.<br />What is certain is the fact that the world as we used to know it, is no more. In its place we have something different that, in the making of history, we have created. This act of creation, if authentic, apparently is not well understood.<br />And why?<br />The paradigmatic vision that, in the last three hundred years has served as the perceptional instrument of reality, is highly impersonal and mechanistic. The fundamental problem of the 17th century was characterized by the preoccupation with the notion of order, intellectual and social. The world was perceived as a complex of competing forces, thus requiring the establishment of order necessary to harmony and as the fomenter of progress. This paradigm, whose revealing metaphor is the notion of the machine, is called by Joanna Macy "patriarchal," by Don Oliver "modernity," and by Richard Katz "the scarcity paradigm." It also includes the concept of singular cause – singular effect, with the result that all human relationships are perceived as occurring in a linear progression of cause and effect. This paradigm influenced not only the social sciences, but until very recently informed the methodology of modern sciences. Seth Kreisberg, in a brilliant analysis of this Subject, says the following:<br />The view of reality as made up of separate and competing entities reinforces, or perhaps creates, the view that power means strong defenses, invulnerability, inflexibility, in short, domination. Power consists of separate entities struggling amongst one another for strength, control, superiority and their separate interests.<br />This concept of power, which has been called power-over. defined in the modern era by Hobbes and continued by Max Weber, Bertrand Russell and others, seems related to less developed forms of human relationships, and has served as moral justification for many acts of social and political aggression. In the mechanistic model any attempt to prevent disorder, or to restore order, is considered "good", since such effort is exerted to achieve the ultimate good of the community. The ultimate good of the community is not, however, the result of a consensus established by a dynamic society. In the mechanistic model, the ultimate good of society is a static and prescribed concept.<br />Our schools still function in accordance with this model. The educational process is conceived as a cluster of distinct elements: teachers who know and teach, students who know nothing and learn, administrators who know more than anybody else and control. The curriculum, prescribed and untouchable, is passed from the teacher to the student as a biblical testament to be dictated, received, and reproduced letter by letter, dot by dot. Any deviation from this norm is considered as a more or less subversive act, deserving of correction and punishment.<br />Teachers and students are thus considered as competing entities to be mediated by the curriculum. Reform in the traditional school thus means, above all, a curricular revision, or at most, a revision of the hierarchy.<br />The analysis of the relationships among the different entities is rarely conceived in horizontal terms: in this model the pyramid remains as the graphic image of those relationships.<br />The influence of the mechanistic model in international education is reflected in the notion that ethnic or multicultural studies can be reduced to the examination of exotic or minority cultures. The majority, or dominant, culture is rarely included in the same plane as the others, and the notion that it can be influenced by the minority or dependent cultures receives little or no consideration. We speak of the Portuguese influence in Africa and in Asia more frequently than we speak of the extent to which our culture was transformed by that association. similar parallels could be established for linguistic relations among peoples.</span></div>Alexhttp://www.blogger.com/profile/02587913840254052163noreply@blogger.com0tag:blogger.com,1999:blog-1503486796240272778.post-15168619303780113942009-06-25T04:00:00.000-07:002009-06-25T04:01:38.365-07:00A statement<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiEV5fL4L57erRAApS-Clcc9Y-pLyZBk8YZasmb_5bz3mmkPdAbQsRCEfU5JcIJWOWyz7ZrkueqyBC8DQkS1hb2HMlbWyhxvMDbu0tBeIZEsaHEIR8kiUWmFEj9G5IGNZIFr9FZGSUo4uk/s1600-h/statement+CLIP.jpg"><img style="TEXT-ALIGN: center; MARGIN: 0px auto 10px; WIDTH: 389px; DISPLAY: block; HEIGHT: 297px; CURSOR: hand" id="BLOGGER_PHOTO_ID_5351218509288883362" border="0" alt="" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiEV5fL4L57erRAApS-Clcc9Y-pLyZBk8YZasmb_5bz3mmkPdAbQsRCEfU5JcIJWOWyz7ZrkueqyBC8DQkS1hb2HMlbWyhxvMDbu0tBeIZEsaHEIR8kiUWmFEj9G5IGNZIFr9FZGSUo4uk/s320/statement+CLIP.jpg" /></a><br /><div></div>Alexhttp://www.blogger.com/profile/02587913840254052163noreply@blogger.com0