Apprendre à l'air libre | Chroniques erratiques d'une instruction à l'air libre Unschooling By John Holt with later additions by Patrick Farenga (This is reprinted from Chapter 3 of Teach Your Own) NOTE: To learn about the laws and regulations about homeschooling in your state, check with your local or state homeschooling groups as they will likely have the most up-to-date information. You can locate general legal information from this list, and find support with this list; both lists are maintained by Anne Zeiss. People, especially educators, who hear me [John Holt, 1981] talk about homeschooling, raise certain objections so often that it is worth answering them here. Since our countries are so large and our people are from so many different kinds of backgrounds (this was said most recently to me by a Canadian) don't we need some kind of social glue to make us stick together, to give us a sense of unity in spite of all our differences, and aren't compulsory public schools the easiest and best places to make this glue? About needing the glue, he's absolutely right. ...
Unschooling "Read a little, try a little, wait a while, watch." People learn by playing, thinking and amazing themselves. They learn while they're laughing at something surprising, and they learn while they're wondering "What the heck is this!?" My favorite and oldest discussion group is called AlwaysLearning, where the principles underlying unschooling are the topic. On facebook, my less favorite but busier discussion: Radical Unschooling Info If unschooling can't work in the real world, nothing at all can. Grover and the Everything in the Whole Wide World Museum. I've removed the link I had because used copies on Amazon are listed way too high. The way adults tend to learn things is the way people best learn—by asking questions, looking things up, trying things out, and getting help when it's needed. Regional groups, lists and resources (by language, nation, state, religious or special focus) THIS PAGE IS OLD for a webpage.
Pédago : comment faire « tweeter » des enfants de 7 ans ? Twitter dès le CE1, pour donner le goût d’écrire, de lire et de l’orthographe : un maître raconte comment il a entraîné élèves et parents dans cette expérience. Une tablette sur un bureau, en classe (François Lamoureux) Cela fait maintenant un an que j’utilise tous les jours Twitter dans ma classe de CE1-CE2 de Gaujacq, un petit village landais avec notre compte : @CE1_CE2_Gaujacq. Les productions d’élèves sont de plus en plus intéressantes et riches et Twitter me permet d’approfondir des notions d’une autre façon, plus concrète. Making of C’est par son blog – Si c’est pas malheureux – que j’ai découvert la « Twittclasse » de François Lamoureux. François Lamoureux a été inspiré dans ses activités par d’autres professeurs comme Laurence Juin (en lycée), Alexandre Acou (CM2) et Jean-Roch Masson (en CP). Il existerait aujourd’hui plus de 200 classes utilisant Twitter en France, principalement en primaire. Emilie Brouze « @Classe_Masson Bonjour, vous avez de très bonnes idées de tweets. »
Can These iPad Apps Teach Your Kid to Code? - Lauren Goode - Product Reviews The pillars of elementary education in the U.S. — reading, writing, math — have remained the same for a long time. Now another skill set is increasingly coming into focus: Computer programming. This week, I tested two new mobile apps, Kodable and Hopscotch, that are aimed at teaching young children the basic skills necessary for computer programming. What is programming, exactly? Coding tools for kids and beginners are hardly a new thing, but many earlier applications are browser-based, while these apps capitalize on the gravitational pull that tablets seem to have on kids. Kodable, which launched late last year, is aimed at kids in kindergarten through second grade. I found it easy to get the hang of Kodable, which is based on Basic, an early and simple programming language. Hopscotch, on the other hand, is more advanced, aimed at kids age 8 and up. Since I’m a few years beyond fourth grade at this point, it’s tough for me to approach these apps exactly as a child would.
Kids can't use computers... and this is why it should worry you - Coding 2 Learn TL;DR? Why not just go watch another five second video of a kitten with its head in a toilet roll, or a 140 character description of a meal your friend just stuffed in their mouth. “nom nom”. This blog post is not for you. The phone rang through to my workroom. It was one of the school receptionists explaining that there was a visitor downstairs that needed to get on the school’s WiFi network. iPad in hand I trotted on down to the reception to see a young twenty-something sitting on a chair with a MacBook on her knee. I smiled and introduced myself as I sat down beside her. ‘I’ll need to be quick. She reevaluated her categorisation of me. I looked at the MacBook. I handed back the MacBook and the woman opened up Safari. I’ve heard this sentence so many times now from students and staff, that I have a stock reaction. I decided that the young woman would probably not appreciate the sarcasm, and took the MacBook off her so I could add in the county’s proxy server settings. Parents Schools
Et si l’école devenait un lieu de créativité ? Le monde de l’innovation connaît bien Sir Ken Robinson, intellectuel et conférencier britannique, familier du TED, cette grand-messe où est censée s’exprimer les penseurs du monde entier les plus en avance sur notre époque. Nombre des conférences de Robinson éclairent sur les questions de créativité et la manière de la développer en chacun de nous. Normal, donc, qu’il s’intéresse aux lieux d’apprentissage et notamment à l’école. Et le moins qu’on puisse dire, c’est qu’il n’y va pas avec le dos de la cuillère, car ce rousseauiste affirme que l’éducation scolaire tue progressivement chez l’enfant ce qu’il nomme la "pensée divergente", c’est-à-dire la capacité à examiner toutes les questions sous plusieurs angles possibles, y compris les plus inattendus – en somme, à penser hors des schémas préétablis. L’un de ses tests de mesure de cette pensée divergente pose une question : "Combien d’usage peut-on faire d’un trombone ?" Faisons un rêve Pourquoi cette déperdition ? Faisons un rêve ?
Games That Teach Programming: A Brief Overview I have almost no programming experience, and this game expects you to know quite a bit about programming conventions. My experience so far includes: * "I don't really know what call means in this context, but based on previous knowledge, I'm guessing I should replace the example words with that." * "Oh, right, I remember based on previous knowledge that "#" means comment, so I should remove that part too." * "Oh, maybe I need the exclamation point that previously looked to me just like punctuation, because I know that code is precise about punctuation like that." * "I don't know how to use if/else in Ruby, but I can guess that I just type 'if' and 'else', because Ruby has a reputation for simplicity." * "I can also guess based on previous knowledge that indentation probably means something in Ruby, so I'll try indenting things." And that's about as much guessing as I feel like doing for a game, and I'm still on level two.
L’enfant programmeur est-il un mythe ? Il est beaucoup question actuellement de l’enseignement, ou non, de la programmation informatique aux enfants. Faut-il leur apprendre à considérer autrement les ordinateurs ? Est-il nécessaire de leur apprendre à mettre les mains dans le « cambouis informatique » pour leur ouvrir l’esprit et ne pas en faire de simples « consommateurs » ? Pour en savoir plus sur cette question de l’enseignement du code aux enfants, Parents 3.0 a demandé son avis à Benjamin G. On voit régulièrement resurgir la question de l’enseignement de la programmation informatique à l’école. Effectivement, on voit depuis une quarantaine d’années revenir sur le devant de la scène cette thématique de la nécessité d’un enseignement de la programmation à l’école. Je ne suis pas opposé à ce que l’on intègre des cours de programmation dans le cursus secondaire. De là à une faire une grande cause comme certains peuvent le faire, il y a un gouffre. Je suis parfaitement d’accord avec vous. C’est une question complexe.
Permanent task boards are nice, but they aren’t the point! What do we do with all the permanent tasks? The ones that repeat themselves again and again? Those that we’ll be moving across the board every day? One of the ways of creating Agile boards in the house is to reverse the columns. What do I mean? Well, instead of moving tasks through the columns, as we’ve shown in the book and previous posts, we put up a board with pre-defined tasks per family member, which are seen throughout the week, and add a ‘Doing’ note to the task in question. I can see these boards posted everywhere. And that’s EXACTLY what bothers me. People, don’t forget. The point is communication, around the tasks at hand, with an emphasis on empowering the child, developing his responsibility and his commitment to the tasks, together with a healthy family dialogue, like I show in the Agile Kids book and in previous posts. The family dialogue pulse is what matters. We have to understand that setting up a board is just a means to more important goals. 1. Don’t force them. 2. 3. 4.
Apprendre à coder pour apprendre à décoder Par Hubert Guillaud le 20/01/12 | 9 commentaires | 5,239 lectures | Impression Le 9 janvier 2012 le journal britannique The Guardian a lancé une campagne pour améliorer l’enseignement des technologies et de l’informatique dans les écoles et universités anglaises. Image : La campagne pour améliorer l’enseignement des technologies et de l’informatique du Guardian. Réagissant à cette campagne, le ministre de l’Éducation, Michael Gove, a expliqué que l’enseignement de l’informatique à l’école devait être profondément remanié, plutôt que de laisser les enfants “s’ennuyer avec Word et Excel avec des enseignants qui s’ennuient eux-mêmes” et a appelé à créer un programme open source en informatique donnant la liberté aux écoles d’utiliser des ressources pédagogiques conçues à la fois par les industries et les universités. Reste à savoir quelle forme prendra cet enseignement pour le rendre “efficace, créatif et réfléchi”. Certains semblent sûrs de la réponse. Hubert Guillaud