2019
Learn about the finalist nominees of the previous editions. If you need more information, please contact us.
Together we will take these best practices to all schools!
FINALISTS and Special Mention (IN ALPHABETICAL ORDER)
Ana Mafalda Monteiro Marques Pires Lapa Gonçalves
Science teacher in Regular Secondary School, public education, in Cascais. She created the GuIA Office, which can be considered a coaching office for students, and results from the need to help increasingly more students who were unable to enter university or could not enter their first option. Consultations at this office allow students to make more conscious choices, adapted to their characteristics, and lead them to be able to set realistic but challenging goals, working consistently to improve their school results. She intervened with classes, at the request of teachers, where the attitude of students (attendance, behaviour, attitude towards school) improved.
Watch the summary video HERE
Angelizabel Sousa de Freitas
English teacher from 7th to 9th grades, public education, in Ribeira Brava, Madeira.
In the ECG – Education for Global Citizenship project, she presents two different teaching/learning methodologies, through cinema and fashion, two topics that meet the interests of students. The learning and progress resulting from the pedagogical approaches can be verified from the works performed by students, the videos about the experiences they live (thanks to the success of these works), and, above all, from the awards and recognition they have received. Receiving an award means that students were able to learn and progress positively, standing out from other peers, and often provide them with excellent learning environments that tests or exams fail to provide.
Watch the summary video HERE
David Alexandre Duarte Ferreira
Physics and Chemistry teacher at regular secondary school, public education, in Barcelos.
He developed an integrated system of continuous Gamification activities called “The integral class”, which involves the use of tools available on the Internet, such as “Google Classroom”, “Quizizz” ou “Kahoot!”, which create conditions for students to strengthen learning and verify knowledge. “The integral class” is a wide range of activities, already tested in the annual activity plan of his school grouping, which has replicable, testable pedagogical tools that can apply to all students. “The integral class” follows on from many years of use of interactive platforms, such as MOODLE, and the experience with science and robotics clubs. The integral class means learning and teaching without a negative effort, learning naturally.
Watch the summary video HERE
Fernanda Alves
Pre-School and primary teacher, private education, in Porto.
The Musical Theatre Project – where he wrote all the scripts – annually performs a musical play with more than 200 children. Every year an original script and lyrics are written that meet the school’s annual motto or according to the work project, thus contributing to the consolidation of knowledge. The lyrics of the play’s songs also have contents from the school curriculum or work project, contributing to the consolidation of knowledge. Children increase their self-esteem, develop the ability to express themselves both orally and physically, overcome fears and experience moments of true happiness. Stage performances are not made class by class, but rather a series of scenes with elements from all classes, as a result of the choice of each child. The student has the possibility to dance or to play the role he most identifies with.
Watch the summary video HERE
Ilda Maria Rei Azevedo Lima
Physical Education teacher from 7th to 9th grades, public education, in Mindelo.
Creation of the “Give and Receive” club. The main purpose of the initial proposal was to develop volunteering in a school context. Thus, the objective was that every member of the school community (student, teacher or school assistant) voluntarily disposed of 45 minutes per week of their free time to improve the school. This project grew rapidly and its scope of action was extended to families and other social groups. Since 2010, the project already has several partners and has developed several support campaigns. The club’s activities are carried out at school and, with this new structure, the problem of student indiscipline and behaviour has been significantly improved. Due to its connection with the school context, the club also makes a strong indirect contribution to improve school performance, quality and success.
Watch the summary video HERE
José Manuel da Rocha Galvão
Music teacher to 5th and 6th grades, public education, in Moita. Through a Music Education channel, he provides an interactive book/manual of the discipline. This channel has almost 8 million views, 25,000 subscribers (more than 2,000 are Music Education teachers from all over the world). The channel was designed to serve as a tool to support the teaching/learning of music as a whole, and not only to support the teaching/learning of a specific musical instrument. The fact that the resources are online and that they give students the possibility to study almost autonomously, at the individual pace of each one, allows very significant progress in the development of vocal and instrumental practice.
Watch the summary video HERE
Luísa Cristina Valério da Silva Fernandes
Science teacher for regular secondary school, public education, in Carcavelos.
As the coordinator of the Health Education Project (PES) of the Carcavelos School Grouping, she established a group of volunteer students to develop initiatives in Health Promotion that reach different levels of education in the various schools. This strategy has a clear effect in creating a positive climate at school and in strengthening students’ sense of belonging to the school. She fosters training actions from students to students, for example: PES volunteer students carry out the activity “One minute of well-being” at classrooms, in which they teach colleagues to relax and to use conscious breathing techniques and guided meditation. This strategy brings more well-being, improves school results and given students an active “voice”. Challenges for teachers in times of change were launched, in an intervention called: Positive Education – Promoting Well-Being and Resilience in Teachers, lasting 18 hours. They took place in the 2017/18 school year.
Watch the summary video HERE
Maria Inês Loureiro Rodrigues
Language teacher in professional secondary education, in Gondomar.
Applcation of the Project Based Learning, which is a modern teaching technique based on practical experiences. This technique, applied from kindergarten to university, can also be called Problem Based Learning. The methodology involves integrating the knowledge that students acquire in the different disciplines with the practice of “learning by doing”. Students apply the contents taught in solving real-life problems and creating products that are, in fact, implemented in communities, using digital tools to support collaborative work. Thus, students work on essential skills for the 21st century, some of which cannot be worked form manuals, but are developed through personal experiences (such as creativity and responsibility, collaboration and leadership, to name a few). Their products are then implemented in communities in Africa or in Portugal, and the teacher, when she returns from a trip, films the implementation, collects testimonies from the communities, and discovers new problems so that they can find new solutions together. This model can be replicated in any school, and 4 solutions have already been implemented in Guinea-Bissau, developed by classes from different schools, which were replicated by the local population, and one in Mozambique. The fifth solution will be implemented in April 2019.
Watch the summary video HERE
Rui José Antunes de Cunha Simões Correia
History teacher from 7th to 9th grades, public education, in Caldas da Rainha. (WINNER OF 2019 EDITION)
With several interactive, relaxed and low-tech methodologies, using very simple tools, he manages to optimise the students’ attention cycles, obtaining total success in capturing their attention. This reset of attention is made through constant practical activities in all classes, calling for the creative solution of problems that are posed both individually and in groups. Examples of technics are: yellow pages where students summarise what is taught every 15 minutes, the blog omeuquadrobranco.blogspot.com where the best summaries are published as a prize, mini whiteboards and traffic light cups to collect feedback from students in real time on how they understood the topics taught, 30-sided dices to promote the participation of all, thematic debates. Increasing the levels of attention is essential to the levels of acquired learning, and he achieved to do so in a fun, but professional way, for students and teachers.
Watch the summary video HERE
Vítor Manuel Domingues Gonçalves
Computer teacher in regular secondary education, public education, in São Brás de Alportel.
Using innovative methodologies combined with the making the most of ICT – Information and Communication Technologies – in innovative projects in the fields of Science, Technology and Robotics, also applying these projects in libraries: creation of a fire prevention station; creation of a device that transforms the human body into binary data and helps the process of developing prostheses. To promote school libraries, they use “Transmedia Storytelling”, though which students create technological artifacts that will integrate narratives to be presented to the rest of the educational community, in an immersive activity. Thus, they promote reading, media and information literacy. This project is vertical and involves students from primary and secondary school and parents who help to tell stories, create scenarios and are part of the stories.
Watch the summary video HERE
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