Méthodes pédagogiques : plaidoyer pour l’apprentissage profond Au milieu des années 1970, quelques chercheurs ont élaboré la théorie de l’apprentissage profond. Ils soulignaient l’importance pour les étudiants d’exercer leur pensée critique, de créer du lien entre les concepts et de relier les nouvelles notions aux connaissances dont ils disposaient. Un ensemble de démarches qui correspond bien à ce qui se passe lorsqu’on utilise les cartes mentales, conceptuelles ou argumentaires. Cela fait maintenant quelques années (doux euphémisme !) Quelques années aussi que je recherche inlassablement outils et méthodes pédagogiques pour leur offrir le meilleur et surtout pour les aider à réaliser leur potentiel. Cliquez sur la mindmap Mindomo pour ouvrir la carte mentale interactive dans une autre fenêtre : Méthodes pédagogiques Approche profonde versus approche de surface J’ai trouvé un article de l’Université d’Oxford qui résume très bien les trouvailles de Marton et Säljö. Cliquez sur la carte conceptuelle pour ouvrir la présentation en ligne : Absolument pas !
20 Tips to Help De-escalate Interactions With Anxious or Defiant Students Anxiety is a huge barrier to learning and very difficult for educators to identify. “When anxiety is fueling the behavior, it’s the most confusing and complicated to figure out,” Minahan said. That’s because a student isn’t always anxious; it tends to come and go based on events in their lives, so their difficulties aren’t consistent. When we are anxious our working memory tanks, making it very difficult to recall any salient information. Researchers surveyed a group of first graders none of whom had any reading or math disabilities. “Anxiety is a learning disability; it inhibits your ability to learn,” Minahan said. Anxiety isn’t about ability, it’s about interference, which means that traditional rewards and consequences don’t often work with this group of learners. “Rewards and consequences are super helpful to increase motivation for something I’m able to do,” Minahan said. A common teacher response to low-level negative attention seeking is to ignore the student.
Free Bibliography Generator - MLA, APA, Chicago citation styles Writing an SLO (Student Learning Objective) for Art SLO. SGM. SGO. Whatever your state calls them, they can be more than overwhelming. I am from the state of Ohio, so my SLO aligns with our state fine arts standards. Now that the disclaimer is out of the way, let's dive in. Baseline and Trend DataNotes: Your district will put forth guideline for completing your pre-assessments. For example: Pre-Assessment data: Pre-Test Results (Score Ranges) # of students & contextual factors 20 – 30% 6 (2 IEP, 1 504, 2 ADHD) Example:Student Learning Objective (SLO) Template This template should be completed while referring to the SLO Template Checklist at the beginning of each section. Teacher Name: Denise Pannell Content Area and Course(s): Art Grade Level(s): 1 Academic Year: 2014-15 Please use the guidance provided in addition to this template to develop components of the student learning objective and populate each component in the space below. Student Population Notes: Use this section to describe your student population. Example: Assessment(s) Denise
liste outils de formation Attention ! Ces outils sont constitués de fiches, films, textes, conférences-débats enregistrées et diaporamas. Pour télécharger les diaporamas, vous devez posséder Power Point. Par ailleurs, ces diaporamas sont des outils de travail élaborés dans des situations précises ; ils expriment le point de vue et les choix de leur auteur et ne peuvent être utilisés dans d'autres cadres qu'en faisant l'objet d'un travail d'appropriation, de transfert et de débat. Par ailleurs, sur la question spécifique du collège et pour un travail plus général sur le système scolaire, voir le chapitre : "Propositions et manifestes".
Puzzled Teacher, Troubled Kid: Understanding Behaviors Guest author Noah Kempler is a child and family psychotherapist who also works with educators and schools. By Noah Kempler Liam was having a hard time sitting still in class. He’d seemed extra restless lately, and also sort of out of it or preoccupied, and his 5th grade teacher, Ms. Kercher, was wondering what was going on. Liam had been doing fine thus far, getting his work done and managing himself okay, and hadn’t been previously identified as having any learning issues. This scenario is not uncommon for teachers and can leave you scratching your head for how to make sense of the behaviors you see in front of you. Understanding challenging classroom behaviors Figuring out what’s going on with a child emotionally and behaviorally is the practice of school counselors and child psychotherapists, but where does it all start? After all, those working directly in the classroom spend more hours per day observing the child than anyone else – including even the child’s parents. Emotions
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Balance: Choice-Based Learning and the National Arts Standards After posting about my 'Careers in Art' series recently (click here). I received the following comment below from Kellie Determan. It sounds like Kellie is exactly in the same place I found myself about two years ago. Here is the deal... it's all TAB... check out the bold comment from the TAB website. I don't consider myself to be TAB. So back to Kellie's question, how do I explain what I'm doing to others who come into my classroom and see the 'fun' happening? There is a structure to my class. I have an 'I Can Statement' posted on the board... but instead of calling it a "I Can..." My goals given to the students are developed from the National Standards. This whole series highlights the 'Create' standards above... Again, present is not covered as much in this one lesson. Connecting is the main reason I'm covering 'Careers in Art' with my 3rd grade. As art teachers we tell our students that Art is all around us. Is this the 'right' way to reach the standard of Connecting?
Le "care" un levier pour changer la donne en éducation ? Venue des Etats-Unis, l'éthique du "care" sera-t-elle l'avenir de l'éducation à la française ? La question semble osée pour un système éducatif fortement ancré dans une administration, une culture, des pratiques plus que centenaires. Mais le "care" a lui aussi sa cohérence. Surtout, bien loin d'être une molle bienveillance gentillette, le care est une éthique et une action avec une vraie capacité de subversion. C'est ce que montre un numéro pionnier de la revue Education et socialisation, publiée par le Cerfee. Le numéro analyse les rapports difficiles entre le care et la culture scolaire. La charge politique du care Voilà une idéologie qui a fleuri dans les rangs féministes et qui prétend changer le regard et les actions des hommes, et d'abord en éducation. C'est que le care n'est pas seulement de la bienveillance, comme le montre très bien le bel article de Gwénola Réto dans ce même numéro. Le care n'est pas la bienveillance Les enseignants assommés par la responsabilisation Non. Non.
Teachers Use Compassion To Boost Attendance At Gwinnett School | WABE 90.1 FM This story is part of WABE and American Graduate's Advancing Atlanta: Education series. For more stories, click here. Of all the problems facing public schools, one that has stumped educators for years is how to get kids to show up. Truancy, or chronic absenteeism, can be a particular problem in low-income areas. State research shows attendance is tied to achievement. Kids who miss more than six days of school during the year tend to see their academic performance slip. But Richards Middle School in Gwinnett County seems to have found a way to get kids excited about coming to class. Hear the broadcast version of this story. Going from ‘Not Bad’ to ‘Very Good’ For some kids, middle school can be that awkward space that comes after the comfort of elementary school and before the freedom of high school. “Middle school was such, such a terrible experience for me, and I did not make good decisions,” says Mark McCain, principal at Richards Middle School. Richards is a Title I school.
L'erreur est le meilleur professeur Afin de mieux comprendre ce qui se passe dans le cerveau d’une personne qui apprend, des chercheurs ont observé les régions cérébrales activées chez des individus faisant face à l’erreur. Cet article rapporte les résultats d’une recherche menée auprès de 28 sujets par des chercheurs de l’Université de Southern California en collaboration avec un groupe international de chercheurs. Selon ces chercheurs, le cerveau apprendrait de deux façons : L’apprentissage par évitement (« avoidance learning »); une expérience négative qui conditionne le cerveau à éviter de se retrouver de nouveau dans cette situation.L’apprentissage basé sur la récompense (« reward-based learning »); une expérience positive que le cerveau traite comme une récompense. En partant de cette prémisse, l’étude consistait à poser des questions aux participants en leur offrant une récompense monétaire pour chaque question répondue correctement. À l’inverse, une mauvaise réponse leur faisait perdre de l’argent. matter
7 Strategies to Help You Survive Your Largest Class - The Art of Ed Large classes pose special challenges in the art room. When you see a class list that includes 30, 35, or even 40 kids, your mind starts racing. Do I have enough scissors? How will forty kindergartners ever wash their hands in a timely manner? I’m here to tell you, I’ve been there–sometimes with 42 kindergartners at once. 1. Instead of having everyone use the same materials at the same time, break students into two groups. 2. Create small groups of 2-4 students and let them create collaboratively when possible. 3. In large classes, aides are indispensable. 4. Assigning students specific jobs makes transitions easier in large groups. 5. It is hard to make personal connections when you have hundreds of students. 6. Individual student folders can then be kept in large class portfolios. 7. One out of order student can quickly start a riot in a large group. The next time you find you’ve been handed a class that is larger than you think you can handle, think again!
Philippe Meirieu : L’École est obligatoire, mais l’apprentissage ne se décrète pas Ayant l’occasion de travailler régulièrement avec des enseignants, je peux témoigner que beaucoup d’entre eux buttent encore sur une contradiction que je crois nécessaire de regarder en face : « L’École est obligatoire, mais l’apprentissage ne se décrète pas ». Effectivement ! Et c’est bien pour cela que nous avons besoin de pédagogie… C’est aussi pour cela qu’il nous faut régulièrement faire le point sur la manière de nous situer au regard de cette question. C’est pourquoi il m’a semblé utile de formaliser un certain nombre de « thèses » sur la question. Ce qu’est (peut-être) enseigner et apprendre… 1. 2. 3. 4. 5. 6. 7. Enseigner et apprendre dans la modernité 1. 2. 3 La modernité exaspère la contradiction entre « le primat du réussir » et « le primat du comprendre ». 4 : Pour faire primer le « comprendre » sur le « réussir », il faut être capable de trouver de la satisfaction dans l’intelligibilité de soi et du monde, et non pas seulement dans l’efficacité. 5. 6. 7. -o0o-
5 Tips for Creating Real Rapport With Your Students As a special education teacher, I often have the opportunity to work with students who many of my colleagues find...let's say, difficult to work with. On my worst days I get frustrated by how it often seems that classroom teachers are at a loss when students don't fit their expectations. Building rapport is hard work. So, how do we build meaningful connections with our students so that they can get the most from their experience with education? Always Greet Every Student You Pass in the Hall Depending on your personality and the size of the school you work at, this might seem obvious or ridiculous. On that note, even though I just said to "fake it", you really do need to be genuine when you are greeting the students. Find Something to Like About Every Student You Work With I think we've all heard a colleague complain about a particular student; if their day was bad enough, we might have even heard them say things that are all too human, but still should have gone unsaid.