Inade Research
In 2009, with the aim of expanding the research from Yale, Mind Lab Brazil, in
partnership with INADE, conducted a study to assess the impact of the implementation of
Mind Lab methodology on proficiency levels in Mathematics and Language of Year 5 students.
Around 1000 students from 13 schools (public and private) were part of the research. Between August and December, they studied the module “Resource Management” (incorporated to the school’s curriculum) in weekly lessons of 50 minutes taught by their own teacher. These teachers participated in an Initial Training of 20 hours prior to the commencement of work and monthly meetings of supervision throughout the implementation of the project.
August and December, they studied the module “Resource Management” (incorporated to
the school’s curriculum) in weekly lessons of 50 minutes taught by their own teacher. These teachers participated in an Initial Training of 20 hours prior to the commencement of work and monthly meetings of supervision throughout the implementation of the project.
The study used the Item Response Theory (TRI). Were used as the SAEB scale (National Assessment of Basic Education) and educacional interpretation of the scale was proposed by INADE.
The assessment tools used in this research were composed of objective Portuguese and Mathematics exams, both with around 30 questions. They were developed specifically for this study from the intertwining of the skills which are prioritized in the Module “Resource Management”, part of Mind Lab’s curriculum (Annex 1), with a cut made from INADE’s
Matrix of Reference for Year 5 (Annex 2). These matrices are in line with the official documents that regulate Basic Education in Brazil, translating skills that can be measured through multiple-choice questions. The social, emotional and ethical skills that, by their nature are beyond the scope of this instrument, were evaluated using a specific instrument
(questionnaire).
There were two objective Portuguese and Mathematics exams, on 2nd and 3rd of September and 2nd and 3rd of December, 2009. The assessment tools were sent by INADE in a sealed envelope, identified with the name of each participant student. The exams were conducted simultaneously in different schools by members of staff (respecting the
condition that the teacher was not the one who taught the Method ). They were accompanied by a Mind Lab Brazil official trained by INADE in order to ensure that all the methodological procedures necessary for the exemption and reliability of the results were put in place. Along with the assessments in December, students also answered a questionnaire to
assess their perceptions on the development of social, emotional and ethical skills. The results were tabulated by school, Year and class (not per student).
The results indicate that the development of the average proficiency in the SAEB scale (in three months of implementation of the project) were higher than expected for the period by 100% in Mathematics and 20% in Portuguese (to know more, visit www.mindlab-brasil.com.br).
The SAEB scale consists of four proficiency levels: Below Basic, Basic, and Adequate and Advanced. The graphs below show the percentage of students in each of these performance levels before and after three months of Mind Lab lessons:
The table below shows the percentage of students at each learning level in the first and second application of Mathematics and Portuguese exams. It is noticed that the percentage of students “Below Basic” decreased in both areas of knowledge (10.98% in Portuguese and 13.64% in Mathematics). In Portuguese, the percentage increased for students in levels “Basic” (2.47%), “Adequate” (5.52%) and “Advanced” (2.99%). In Mathematics, the percentage of the proficiency level “Basic” was reduced by 4.72% increasing to the higher levels “Adequate” (12.52%) and “Advanced” (5.83%).
Regarding the data obtained through the questionnaire about the benefits of the project, it was found that the methodology, from the students perspective, contributed significantly to improve skills that help them to deal with situations of defeat and
victory, on academic performance, teamwork, relationships with friends and family and the pedagogical relationship with the teacher. The results showed high levels of student satisfaction when improving their relationship with the teacher, a fact that encourages us to think about the possible impacts of applying this methodology in the teacher’s pedagogic practice and
also in other curriculum components.
The students’ questionnaire responces were used to create a profile of the students and their families. It revealed the following data, regarding the gender of the students, education of parents and resources available at home:
Extended research in Brazil
In 2010, this study will be continued and deepened, expanding it in some directions:
- Increase the number of individuals: approximately 50 participating schools (public and private), including new schools and schools from the 2009 Study and approximately 2000 students in
Year 5, using the module “Resource Management”;
- Involvement of other individuals in the educational process: questionnaires to be completed by students’ parents (about 2000) and teachers from participating schools (from Year 1 to 5, applying the methodology in their classrooms – 500);
- Expansion of a curricular component: Assessment in Mathematics, Portuguese and Natural Sciences.
Final Thoughts
This study, in 2009, provided quantitative results about the benefits of using Mind Lab’s methodology. This could already be seen from the qualitative data obtained from teaching staff who monitored its implementation in schools since 2007. Teachers, co-ordinators, students and families of schools that are part of the project continually express their
satisfaction in seeing how much students actually expand their cognitive, social, emotional and ethical skills. This can be seen in school and also in their actions and attitudes in different life situations.
The population considered for the Study of Mind Lab’s Methodology in 2009 consisted of all students in Year 5 of the 13 schools that are part of the project. According to INADE, in order for the study planned for 2010 to broaden and deepen that of 2009, it is necessary to keep some parameters of the previous survey but also enter new data. Therefore, when
planning the 2010 study some characteristics of that from 2009 were maintained and other details that were not collected in the previous study were added.
Humanity has developed, especially in the late twentieth and early twenty-first centuries, significant technological and theoretical advances in several areas of knowledge, including Education. However, it is not always possible for the school to follow the speed of change, given the complexity of their role in contemporary society.
We believe that the Mind Lab Project provides an opportunity for educators to fulfill their desire to develop the School of the XXI century, with its pillars as portrayed in the Delors Report: Learning to be, to do, to live together, to know (Morin, 2000).
In a globalized era of inevitable contact between different cultures (Morin, 2000) undoubtedly the school is a place to train future generations, responsible for the construction of XXI century Earth, which we hope will be marked by peace and populated by people involved with improving the quality of life for all and the preservation of nature.
For intact, accomplished and happier human beings.
