Répertoire de ressources sur les compétences informationnelles | PDCI Accessibility StatementCompliance status We firmly believe that the internet should be available and accessible to anyone and are committed to providing a website that is accessible to the broadest possible audience, regardless of ability. To fulfill this, we aim to adhere as strictly as possible to the World Wide Web Consortium’s (W3C) Web Content Accessibility Guidelines 2.1 (WCAG 2.1) at the AA level. These guidelines explain how to make web content accessible to people with a wide array of disabilities. Complying with those guidelines helps us ensure that the website is accessible to blind people, people with motor impairments, visual impairment, cognitive disabilities, and more. This website utilizes various technologies that are meant to make it as accessible as possible at all times. Additionally, the website utilizes an AI-based application that runs in the background and optimizes its accessibility level constantly. Screen-reader and keyboard navigation
What every teacher should know about ... memory | Teacher Network There is a wealth of psychology research that can help teachers to improve how they work with students – but academic studies of this kind aren’t always easy to access, or to translate into the realities of classroom practice. This series seeks to redress that, by taking a selection of studies and making sense of the important information for teachers. No one study or journal can provide a definitive answer, but they can help offer some guidance. Some of the studies I will choose in these articles are iconic, some quirky, some are large scale, and some have a small sample size. But all of them look to help answer the question: how can we help our students do better at school? Long-term learning How do our students learn? This study is one of the most thorough and comprehensive appraisals on strategies that students employ to improve their memory. What are the main findings? Two techniques were rated as being very effective for improving long-term memory: Practice testing. Related research
Calling time on ineffective revision | Sandringham Research School 24 February 2018 Author: Dr Caroline Creaby, Sandringham Research School Director This week, the Chartered College of Teaching publishes the next volume of Impact, its termly peer reviewed journal. The theme of the issue is the science of learning and has been guest-edited by neuroscientist Professor Sarah-Jayne Blakemore. With the support of Wellcome, a copy will not only be available to members but also sent to every school in the UK. At Sandringham Research School, we’re really excited to get our hands on a copy. The article explains how it works but for those interested in a more detailed description of the different stages of the model, you can download an information leaflet we created for students and parents here: Sandringham Memory Clock – leaflet Furthermore, the following download includes subject-specific examples of how the Memory Clock could be used in practice: Sandringham Memory Clock – Subject examples
Signalétique pour kiosque ONISEP Maintenant, l'ONISEP propose des étiquettes sur son site ; cependant, ces étiquettes sont relativement grandes pour les documents auxquels elles sont destinées. Pour ma part, j'ai opté pour des étiquettes rondes, diamètre 24 mm, que je colle en haut à droite de la couverture des diverses brochures. Ces étiquettes se vendent par paquet de 10 planches format A5 de 40 étiquettes chacune, et existent en plusieurs couleurs : jaune, orange, vert, bleu, rouge, mauve, rose,… J'ai trouvé que le jaune permettait d'obtenir une bonne lisibilité. Il faut un minimum de deux paquets pour obtenir la collection complète. Pour obtenir une qualité d'impression satisfaisante, préférez une imprimante laser à une jet d'encre ! Pour des raisons de marges, chaque fichier comporte 2 pages mais seule la première est à imprimer (la deuxième est blanche). NB : les images ci-contre ne sont pas aux dimensions réelles.
Retrieval Practice: A Teachers' Definition and Video Examples Retrieval Practice: Image via Oliver Caviglioli We’ve been reading up a lot on retrieval practice lately. Hopefully we’re not alone in that. From a cognitive science standpoint it’s absolutely central to improving learning. You might recall Daniel Willingham’s assertion about the importance of knowledge: Data from the last thirty years lead to a conclusion that is not scientifically challengeable: thinking well requires knowing facts, and that’s true not simply because you need something to think about. There are two parts of Willingham’s assertion: 1) You can only think deeply and critically about what you know well—what you have a lot of knowledge about—and 2) To aid thinking, that knowledge must be encoded in long-term memory. Having to recall something -especially having to struggle to recall it after a bit of forgetting has begun–strengthens the neural pathway in which it is encoded making it stronger and easier to recall. Here it is. Thoughts about the video: retrieval practice
Marking Crib Sheet – mrthorntonteach Recently, I have been looking at our departments marking procedures and how best to be effective markers (obviously reducing workload is key!). I designed this crib sheet as a way to provide quicker feedback to the whole classroom rather than writing comments in each book, so reducing marking time from 2-3 hours per class to less than an hour. Now I actually really do miss writing comments, leaving questions and the other bits in their books but it really wasn’t a workload issue I could continue with (especially as I have my first child on the way!). Therefore the crib sheet allows me to go through each students’ book and I make comments on the whole class sheet using the sections below. The benefits are that it gives me a snapshot of the whole class’s progress, allows me to ‘fine tune’ my lesson planning and it also gives activities and tasks for students to complete within DIRT the next lesson. Pupils books look something like this – we do this every 2 weeks or so. Like this:
Le carnet du GRCDI Frequently Asked Questions How often should I use retrieval practice? The more the better, and space it out. Practice makes perfect, and the more the retrieval practice, the harder it is to forget information. In addition, spacing it out makes retrieval more challenging, and remember that the more challenging the retrieval practice, the better. Should I include feedback after retrieval practice? Yes. Should retrieval practice questions be fact-based or more complex? Use a variety! Should retrieval practice questions be multiple-choice, short answer, or essay? All of the above! Should I provide retrieval practice before, during, or after a lesson? Retrieval practice is most robust if it takes place after a lesson. Should I give retrieval practice for a grade? No! Does retrieval practice increase test anxiety? No, in fact it decreases test anxiety! How is retrieval practice different from cold calling?
Ten teaching techniques to practise – deliberately. It’s a well-established idea that, to develop expertise in a particular skill or technique, you need to practise. The more you practise, the better you get. As outlined by the excellent people at Deans for Impact in their Practice with Purpose document, it helps to identify a specific element of your teaching to practise on and then focus very deliberately on improving in that area. Instead of flitting from one thing to another, dipping in and out, the suggestion is that teachers would do better to select one thing from all the options and try hard to keep at it until the practice feels more like a habit. Here are ten things you might want to try to practice – deliberately: 1. It takes practice to establish this as a snappy, low-stakes routine, conducted in a disciplined fashion, at a frequency that really helps your students to retain the knowledge you’ve taught them. 2. As I outline in this post – the No1 bit of classroom kit is a set of mini-whiteboards. 3. 4. 5. 6. 7. 8. 9. 10.
Fenetresur - Claire Cassaigne Voici ma progression annuelle envisagée pour l’IRD (initiation à la recherche documentaire). Ce document sera complété au cours de l’année. Les liens vers les scénarios pédagogiques seront ajoutés au fur et à mesure que les séances auront été testées. L’IRD est mis en place dans le collège cette année, à ma demande. Je la transformerai en EAM (éducation aux médias) à partir de janvier. Avant propos : Dans le secondaire, il est demandé aux élèves de travailler de plus en plus à partir de documents. Modalités générales : discipline : Initiation à la recherche documentaire / Education aux médiasniveau : 6eeffectif : demi-classe (alternance semaine A/B)durée : 15 séances annuelles de 55 min chacunelieu : CDIévaluation : note sur 5 pour chaque fiche de séanceévaluation trimestrielle sur 20note de comportement sur 10 Déroulement et objectifs : Semestre 1 : initiation à la recherche documentaire (septembre à décembre) 6 séances + 1 séance révision + 1 évaluation Déroulement Objectifs élèves :
johntomsett | "There is nothing either good or bad, but thinking makes it so." 'From social capital to social mobility' by Matt Lent - Future First Our CEO, Matt Lent, writes about the value of building meaningful social capital networks for students and how we are incorporating this concept into our work… Social capital The networks between people and the relationships of trust and reciprocity they develop. Social mobility The ability of individuals or groups to move upward (or downward) in status, based on wealth, occupation, education, or other social variable. The vital difference for young people who come from disadvantaged backgrounds and ‘succeed’, versus those who don’t, is having access to relatable role models and meaningful social capital. We all know that the UK has a serious social mobility problem, and that this has exacerbated over recent years. Drawing on my own personal experience, at the age of 18 I had no idea what I was going to do with my life, which isn’t unusual, but what I benefited from was a supportive and caring network that I was capable and willing to access. The value of social capital
Le CDI ? Qu'est-ce que c'est ? Non, non, non, rien de tout cela. Le C.D.I. est un Centre de Documentation et d’Information. Maintenant que nous savons ce que le sigle signifie, essayons de comprendre ce que c’est. Nous avons donc dit que le CDI est le Centre de Documentation et d'Information du collège.... Par exemple, le CDI est le lieu où vous trouverez tout ce qui va vous permettre de faire des recherches pour le travail scolaire, de faire un exposé, de construire un panneau d'exposition ou tout simplement de satisfaire votre curiosité (qui est débordante !). Petite précision utile : Pourquoi dire à la fois "documentation" et "information" ? Chacun sait que le verre contient de l'eau.
The 7 habits of highly effective lesson plans – Peps Mccrea – Medium Every year for the last six years, I’ve worked with over 50 teachers to help them become outstanding planners and teachers. This is what I’ve learned: Lesson planning is the development of a set of habits of thought, not the filling in of a lesson plan template.Some habits have more impact than others.Anyone can learn to be a highly effective lesson planner. You just have to identify, practise and improve those habits which make the most difference in your context. So the big question is: which ‘habits of thought’ have the greatest impact? Cue the 7 habits of highly effective lesson plan(ner)s: This may sound obvious, but it’s not how all teachers start. Activity-oriented planning starts by identifying an activity and reverse engineering the learning intentions. The alternative is backwards planning: taking time to get excessive clarity about what you want your students to have learned by the time they walk out the door at the end of the lesson. There is always less to be done.