5 facettes pour construire un dispositif hybride : du concret ! Après une introduction à la notion de dispositif hybride pour enseigner et apprendre, nous donnons quelques conseils concrets (point 5) « pour enseigner et pour favoriser l’apprentissage en ligne » basés sur les 5 facettes de « notre » modèle pragmatique d’apprentissage (Lebrun, 2005). J’illustre ce modèle dans un autre billet « J’enseigne moins, ils apprennent mieux« . 1. Un dispositif hybride, qu’est-ce que c’est ? Le mot « dispositif » est fréquemment utilisé dans la littérature et ce dans différents domaines : appareillage sophistiqué, stratégie militaire, campagne de presse … Nous entendons par dispositif un ensemble cohérent constitué de ressources, de stratégies, de méthodes et d’acteurs interagissant dans un contexte donné pour atteindre un but. 2. Nous sommes ainsi très proche d’une définition de l’enseignement donnée par Brown et Atkins (1988) : L’enseignement peut être regardé comme la mise à disposition de l’étudiant d’occasions où il puisse apprendre. 3. 4. 5. Références
Going SOLO for the First Time …… | Devon Geography After following the correspondence on Twitter between the likes of @JohnSayers, @EmmaAbuDabi, @aknill and others, I became interested in the idea of using SOLO taxonomy in my Geography lessons. So, as I began the process of planning my lessons for the second half of the Autumn Term, I decided to take the plunge and give it a try with a year nine group who were about to embark on a unit of work on earthquakes. I was particularly attracted to SOLO as a means of supporting differentiation in my lessons, and I also wanted to encourage conversations about learning in the classroom. If you want to find out more about the SOLO taxonomy before reading this blog, I have attached some summary notes below. SOLO Taxonomy Introduction The year nine group I had selected for my experiment were quite able, and certainly receptive to new ideas – so I decided to launch them headfirst into SOLO. SOLO Africa Group Cards SOLO Taxonomy Student Sheet Earthquakes
dandesignthink: Literacy tips help mat for... SOLO Stations There seems to an awful lot of excellent posts written about SOLO Taxonomy at the moment, which is obviously absolutely fantastic …..I just thought I’d best write one to keep up with the very high standard of reflection and sharing! The idea for SOLO Stations came from a great blog post from @DVPLearning found here in the post Steven describes a Year 10 PE Revision lesson in which “He then explained what the next task was going to be. This is where teach, do, review comes in! I really like this idea of students having ownership of their learning and choosing where they would start their learning journey. Firstly I needed my Year 7 students to gauge and assess where they thought their learning was at (we were looking at Forces). When I revealed the answer I asked them to reflect on the answer they came up with and asked them to judge their own understanding based on the SOLO Taxonomy. I particularly enjoyed reading Like this:
La scénarisation pédagogique en 5 étapes clés Accueil > Dossiers et articles > La scénarisation pédagogique en 5 étapes clés Par Élodie Lestonat | e.lestonat@cursus.edu Créé le mardi 11 mars 2014 | Mise à jour le mardi 11 mars 2014 La scénarisation pédagogique est devenue un processus incontournable en particulier dans le domaine de la formation à distance. En effet, l'introduction et le développement du numérique nécessitent de mener une réflexion approfondie avant toute construction de la formation elle même. Thot Cursus vous a proposé récemment 5 articles décrivant les étapes principales de la scénarisation pédagogiques. Bonne lecture et bonne scénarisation ! Illustration : Mathias Rosenthal, Shutterstock.com Sujets : Formation à distance , Évaluation - Reconnaissance des acquis , Enseignement - Didactique - Pédagogie , Tutorat - Soutien aux études , Conception de cours , Technologies en éducation , Formation des maîtres Mots-clés : Formation à distance , E-Learning , scénarisation pédagogique , Thot Cursus
@Westylish's Blog: Making My Solo Taxonomy Debut Two weeks ago I started to use solo taxonomy for the first time. I had read several posts about the taxonomy on Twitter and felt it could work well with GCSE history source analysis. I liked the way that students could build up their answers working through the different levels of the mark scheme. Below is a video blog recording my thoughts: Since making this video I have been observed using solo taxonomy in this way and the following aspects of solo taxonomy contributed to a successful lesson in that instance.By its nature it is student led.
Treasure hunting for knowledge - Soundtrack for this post: ARRRRGGGHHHH! Harry Potter Treasure Hunt This one was based in a circuit of check points around the inside of the college building. Geocaching Images from Not just the preserve of geographers! QR code treasure hunts I designed a series of lessons that utilised Solo Taxonomy as well as indulging my geekier side with student generated QR codes, where they created and then undertook treasure hunts using their mobile phones. Lesson One- Students were divided into small groups of two or three and given an area of Feminist enquiry into inequality to become expert in, for example Hakim, the Pensions gap, and so on. Lesson Two-The students arrived with a QR scanner already downloaded onto their devices. Lesson Three- This was the day the sun first came out and so we decided to decamp to outside. So- three types of treasure hunt where some were more successful that others.
Starting to think again about Assessment for Learning Ready with my boilerplate David Didau dangles a little nugget on Assessment for Learning in his post on Teacher Talk where he says, “ I’m even beginning to doubt the primacy of AfL! ” AfL has been gnawing away at the back of my mind too. I think it has become a victim of “robotic application” that Tom Sherrington describes in the post’s comments. I also think the time might be close to look again at what we are assessing and feeding back on. Getting students to be more involved in their own learning was identified as a key issue by the the Government in the late 1990′s. Feedback to any pupil should be about the particular qualities of his or her work, with advice on what he or she can do to improve, and should avoid comparisons with other pupils. While I would not take issue with any of these points, the following decade increasingly saw teachers delivering boilerplate lessons from templates, often in the form of planning or observation checklists.
Using Biggs' Model of Constructive Alignment in Curriculum Design/Introduction - UCD - CTAG The main theoretical underpinning of the outcomes-based curriculum is provided by Biggs (2003). He calls the model constructive alignment which he defines as: …coherence between assessment, teaching strategies and intended learning outcomes in an educational programme. As currently articulated, the model is attributed to Biggs (2003, 1999) but the essentials were formulated by Tyler (1949) some 50 years earlier - and elaborated in the 1980s by Shuell (1986). Figure 1: A Basic Model of an Aligned Curriculum. Figure 2: An Example of Constructive Alignment in a Curriculum (Further examples are given in Appendix 1) Biggs actually suggests that teaching and learning activities are designed second and the assessment regime third (page 30). Appropriate verbs can be discovered or derived by relating the model to a learning taxonomy. Figure 3: Adapting the Model to Allow for Differential Levels of Achievement. Back to the HomepageIntroduction (continued)
SOLO Hexagon Generator This HookED app populates a SOLO Hexagon Template. Brainstorm content ideas and enter them in the fields below. Click “Generate Document” to populate the template. Print the template and cut out the hexagons. Ask students to arrange the hexagons in sequences and clusters, justifying and annotating any connections made. Unistructural learning outcome-student identifies one hexagonMultistructural learning outcome-student identifies several hexagonsRelational learning outcome-student connects hexagons and explains the connections with annotations.Extended abstract learning outcome– student tessellates (clusters) hexagons adding annotations to make generalisations about a vertex (intersection point).