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.
The 5 Priorities of Classroom Management For beginning teachers, or for teachers like myself returning to teaching, the most difficult thing to master is classroom management. I had to relearn what ten years of hard instruction had taught me: Good classroom management is more than just being strict or authoritarian, and it is more than simply being organized. If I want to have my classroom run smoothly as a well-oiled learning machine, I have to set up a structured learning environment in which certain behaviors are promoted and others are discouraged. I have discovered that there are five components of effective classroom management that establish structures strong enough to entice and motivate student learning: Developing effective working relationships with students Training students on how learning takes place in your classroom Protecting and leveraging time Anticipating student behaviors in well-written lesson plans Establishing standards of behavior that promote student learning 1. 2. 3. 4. 5. From Day One
Setting Classroom Expectations Put 20 to 30 children in a room for six hours a day, and things will occasionally get a little rowdy. But if a classroom is consistently out of control, that will have a negative impact on student learning outcomes and the stress level of the teacher. There is a way for teachers to take control up front: by setting clear classroom expectations. According to ASCD, setting clearly defined parameters for classroom behaviors accounts for 25% of the factors that affect classroom discipline. Defining and communicating classroom expectations will help students develop mature social skills, learn more, and will create an overall classroom atmosphere that’s welcoming and safe for everyone. Expectations For Students Setting classroom expectations and developing learning goals collaboratively puts students at the center of the learning process. It’s important that teachers understand and develop two kinds of classroom expectations: behavior expectations and learning expectations. Setting An Example
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
Classroom Management: 3 Important Big-Picture Questions It's a Sunday night in early September and you can't sleep. Your mind is racing with possibilities and streams of questions for the following day. You toss and turn as you play through your plans, trying to anticipate every possibility. The first day of school is fast-paced, stressful, and exhilarating all at once. It's easy for teachers to get caught up in the day-to-day minutiae and focus on things like where we place the tissue box, how to handle broken pencils or laptops that need charging, or assigning seats or cubbies or spots on the rug. There are three important big-picture questions that we should grapple before we whittle down to those minutiae. 1. Throughout my career as an elementary teacher, I spent most of the time as a "prep teacher" or "specialist teacher." Some classrooms were nearly impossible to navigate. Lastly, think about what it would be like as a student in your classroom. 2. Learning spaces can also communicate about what learning looks like in a classroom. 3.
Classroom Behavior Management Site Safe harbor for 'Captains of the Classroom' Click the ship's wheel for a welcome message from Dr. Mac A warm & hearty welcome to you! You've reached this granite planet's most visited and respected classroom behaviour management web site. Here you'll find thousands of positive and respectful strategies & interventions for promoting appropriate behavior (in kids AND the adults who serve them). The United Federation of Teachers says of www.BehaviorAdvisor.com: "A wild, witty and highly practical site for educators challenged by student (mis)behavior. As a Thank You! In order for the procedure to work, you must be signed into Facebook when you click here. Somehow, over 1100 "likes" disappeared. What's New at BehaviorAdvisor? Daily behaviour management tips & discussion on our facebook page (search for Behavior Advisor) 2. A character assessment instrument based on the Circle of Courage model for re-orienting youngsters with severe behavioral disorders. 5. You're missing out!! 1. 2. 3. 5.
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.
When We Listen to Students As you are beginning to think about returning to school, I have a suggestion that can drastically impact your year (and it's simple): brainstorm questions to ask your students. The kids right in front of us often have the most useful information within them -- information that can help us reach and teach them, help us engage them, and that can help us have a fantastic year together. What to Ask? Here are several of my favorite questions to ask kids of all ages: What would be the most useful thing for me to know about you as a student? When we ask questions, and when we're genuinely curious about what students say, we are communicating an authentic desire to get to know who they are beyond their test scores and beyond what other teachers may share. Managing Logistics There are many ways you can go about getting responses to your questions. If you teach dozens, or hundreds of students, then this will be hard. What else have you asked students?
10 Exit Slip Prompts that Will Work for Any Class - Teach 4 the Heart If you’re not using exit slips, you really should try them. Basically, you give students a quick prompt at the end of class (or for elementary, at the end of the day or the end of a subject). Then the students have just a couple minutes to write an answer and turn it in. Why You Should Use Exit Slips: Writing increases students’ participation. So now that I’ve hopefully convinced you to try out exit slips, let me give you a few ideas of what you can ask. Easy Exit Slip Prompts Write down two things you learned today.Pretend your friend was absent from class today and s/he asks you to explain the lesson. Do you use exit slips in your class? Additional Resources: Photo by lacla21.