WALC2011 The active learning model is currently utilized in many undergraduate programs throughout the United States and continues to expand at the university level. Research shows that implementation of the active learning model results in a significant increase in students’ knowledge retention and improvements in student performance. Particularly impressive gains have been documented among groups of students that traditionally have been under-represented in science. The 2011 Windward School Active Learning Colloquium aims to develop the skills and knowledge necessary for school leaders to guide reform of the learning, assessment, and teaching of science at the secondary school level. The colloquium is designed for science educators at the secondary level. See the Flickr feed for photos from the Colloquium! See the Mar Vista Patch feature article on the Colloquium: "Science Colloquia for Teachers Emphasizes Active Learning"
excel-pour-ma-classe-la-formation-video Excel est certainement sur votre ordinateur, intégré à la suite « Office » de Microsoft. Et pourtant, vous ne vous en servez pas. A chaque fois que vous avez essayé, vous n’avez rien compris. Ca vous paraît compliqué. Excel est un logiciel d’une richesse étonnante. Le proverbe dit « Qui peut le plus peut le moins « . C’est le but de cette formation … « Excel pour ma classe » s’adresse clairement aux débutants. La formation s’adresse plus particulièrement aux enseignants de maternelle et d’élémentaires. Néanmoins, n’importe quel débutant, qu’il soit enseignant ou non, trouvera ici un espace où il pourra apprendre tranquillement, à son rythme, à utiliser Excel. Mode d’emploi: Installez-vous confortablement et cliquez sur les liens pour visionner les vidéos. Il est conseillé de visionner les vidéos dans l’ordre, l’une après l’autre. Cette formation comprend actuellement 23 vidéos (dernier ajout : le 12 août 2012) Introduction Présentation d'Excel Durée: 04m 35s Durée: 06m 19s Durée: 03m 52s A suivre…
2010 Horizon Report Download the 2010 Horizon ReportPDF • ePub (also available in other languages) The 2010 Horizon Report is a collaboration betweenThe New Media Consortium and theEDUCAUSE Learning Initiative An EDUCAUSE Program © 2010, The New Media Consortium. Permission is granted under a Creative Commons Attribution-NonCommercial-NoDerivs license to replicate and distribute this report freely for noncommercial purposes provided that it is distributed only in its entirety. To view a copy of this license, visit creativecommons.org/licenses/by-nc-nd/3.0/ or send a letter to Creative Commons, 559 Nathan Abbott Way, Stanford, California 94305, USA. Citation Johnson, L., Levine, A., Smith, R., & Stone, S. (2010).
Évaluer différemment les élèves : l’exemple danois Pas de notes avant 15 ans, pas de palmarès des établissements, des examens qui privilégient les projets ou les travaux inédits, l’utilisation généralisé des TIC dans l’évaluation : le Danemark présente une série de caractéristiques susceptible de faire réfléchir sur les relations entre l’apprentissage et les évaluations scolaires. Ce n’est certainement pas un modèle à recopier (les écoles était d’ailleurs ces derniers jours bloquées par un conflit entre les enseignants et les municipalités) mais il a le mérite d’aider à faire bouger les lignes et de considérer différemment des traits de notre système considérés comme naturels voire inhérents à toute situation scolaire. En France, toute réforme des modalités du Bac semble porter atteinte à la civilisation (universelle, cela va de soi), dévaluer les diplômes ou menacer l’équilibre des savoirs. Une école qui n’était pas obsédée par l’évaluation Les résultats restent confidentiels.
How to implement studio teaching? Philosophy Studio teaching is not just another kind of classroom activity. It is not a lab session, nor is it just a series of class projects. It is an approach to teaching and learning that gets students actively engaged in directing their own learning. The instructor is not the focus of the class, as in traditional classrooms. The goal of studio teaching is to get students to be active learners -- to let them "invent" their own knowledge. Instructors serve as guides or mentors, helping when needed and avoiding whenever possible taking the lead role. Strategy A key to studio teaching is to develop a collection of exercises/projects that will provide the focus for learning throughout the semester. In studio classrooms, just as in all classrooms that emphasize active learning, the amount of material delivered by lecture is less than in a traditional lecture class. As much as possible, the goal is to distribute assignments and then stand aside while students do their learning.
Conférence Michel Serres : l'innovation et le numérique Michel Serres, de l'Académie française, a prononcé le 29 janvier 2013 la conférence inaugurale du Programme Paris Nouveaux Mondes, l'Initiative d'excellence du Pôle de recherche et d'enseignement supérieur "hautes études, Sorbonne, arts et métiers"(Pres héSam). Cette conférence, sur le thème "l'innovation et le numérique", marque le lancement officiel du Programme. La révolution numérique en cours aura selon Michel Serres des effets au moins aussi considérables qu'en leur temps l'invention de l'écriture puis celle de l'imprimerie. Les notions de temps et d'espace en sont totalement transformées. Michel Serres a souligné que l'écart entre les pratiques nouvelles nées de la diffusion généralisée, dès le plus jeune âge, du numérique et celles des organisations instituées à une époque où l'humanité vivait autrement, est devenu considérable. Le site web du Pres héSam
Skyline CPI A Complete How-To for Creating Curriculum Sites and Student Portfolios using Google's Tools! Note: at this time Google is currently switching from Google Docs to Google Drive. We will update this site as soon as the switch is complete. The WhatA methodology for creating and organizing online student portfolios and curriculum sharing sites throughout an entire school. Additionally, the new paradigm for technology is that it is not relevant unless it seamlessly integrates with many other forms of technology; Calendars need to automatically sync with computers, phones, websites; Televisions need to work with the Internet, Blue Ray players, Netflix, iTunes, AppleTV, Roku, and computers; Cameras need to automatically upload pictures to Flickr, Facebook, Picassa. To do so, Skyline High School utilizes a variety of the Google Tool set to plow the landscape and plant the necessary seeds for a garden bed of technology integration school-wide.
Position Statement - Quality Science Education and 21st-Century Skills Introduction Rapid changes in the world—including technological advancement, scientific innovation, increased globalization, shifting workforce demands, and pressures of economic competitiveness—are redefining the broad skill sets that students need to be adequately prepared to participate in and contribute to today's society (Levy and Murnane 2005; Stewart 2010; Wilmarth 2010). NSTA acknowledges the need for and importance of 21st-century skills within the context of science education and advocates for the science education community to support 21st-century skills consistent with best practices across a preK–16 science education system. National organizations, including the Partnership for 21st Century Skills (P21) and the National Research Council (NRC), have sought to identify and define 21st-century skills, explore their integration within the education system, and address the intersection of 21st-century skills and the teaching of core disciplines (P21 December 2009; NRC 2010).
What Is an Essential Question? What is an essential question? An essential question is – well, essential: important, vital, at the heart of the matter – the essence of the issue. Think of questions in your life that fit this definition – but don’t just yet think about it like a teacher; consider the question as a thoughtful adult. What kinds of questions come to mind? What is a question that any thoughtful and intellectually-alive person ponders and should keep pondering? In Understanding by Design we remind readers that “essential” has a few different connotations: One meaning of “essential” involves important questions that recur throughout one’s life. A question is essential when it: Here is a variety of subject-area examples of such questions: How well can fiction reveal truth? Why did that particular species/culture/person thrive and that other one barely survive or die? Note that an essential question is different from many of the questions teachers typically ask students in class. Is such a leading question bad?
The Concord Consortium | Realizing the Promise of Educational Technology What Schools Can Learn From Google, IDEO, and Pixar | Co. Design A community about to build or rehab a school often creates checklists of best practices, looks for furniture that matches its mascot, and orders shiny new lockers to line its corridors. These are all fine steps, but the process of planning and designing a new school requires both looking outward (to the future, to the community, to innovative corporate powerhouses) as well as inward (to the playfulness and creativity that are at the core of learning). In many ways, what makes the Googles of the world exceptional begins in the childhood classroom -- an embrace of creativity, play, and collaboration. It was just one year ago that 1,500 CEOs identified creativity as the number-one leadership competency in our complex global marketplace. Learning from IDEO: A transparent space where projects take the spotlight The design and innovation firm IDEO tacitly understands how office environments help or hinder the creative process. [Photos by Steve Hall] [Photo by James Steinkamp]