A educação da “Geração M”

Abstract

With the objective of evaluating three teaching situations, we independently and sequentially analyzed the effects of video-based anchored instruction on the learning and generalization of learning of four students with handicaps on two job tasks in a simulated environment and in a natural environment. An ABCD experimental design was used to investigate the learning process on the two job tasks. The study phases were: Baseline (A); Video (B); Video + Feedback (C); and Video + Direct Instruction – using the least intrusive prompting system (D), and concomitantly, generalization probes were conducted. The results indicated that anchored instruction alone on a modeling format or associated with feedback and with direct instruction helped the students to achieve the learning educational criterion on the two job tasks. Data suggest that video-based anchored instruction seems to make possible the students’ learning, to benefit the teacher’s instruction in developing real world job skills to their students, as well as the generalization of learned knowledge.