Comment changer l'évaluation ? Les politiques doivent-ils avoir leur mot à dire dans les procédés pédagogiques comme l'évaluation ? A coup sur, la tentative, après 2005, d'imposer l'évaluation par compétences au collège grâce au livret personnel de compétences (LPC) n'a pas laissé un bon souvenir. Ce pensum administratif a détourné les enseignants d'une approche par compétences. Elle a conduit à des pratiques de validation très éloignées des objectifs affichés. Cette tentation d'imposer une nouvelle évaluation bureaucratiquement est-elle écartée par la nouvelle évaluation ? L'évaluation est une activité identitaire La correction de copies est l'activité qui identifie le mieux le métier d'enseignant. Quelles sont les pratiques d'évaluation des enseignants ? Mais quelles méthodes d'évaluation sont-elles utilisées aujourd'hui par les enseignants ? Les ambitions de 2014 La circulaire de rentrée 2014 était allée très loin dans les préconisation sur l'évaluation. Le livret numérique de tous les français François Jarraud
New Study: Engage Kids with 7x the Effect In education literature, "engagement" is a linchpin word, routinely cited as essential. Yet many experts offhandedly provide vague definitions of the term, or skip defining it altogether. So what exactly is engagement? It depends on whom you ask. In a survey of education majors, Shari Steadman and I found that preservice teachers often confuse compliance with engagement -- essentially flattening the meaning of the term. By adding the word "engaged," we mean to distinguish between the skilled by rote and unsophisticated kind of academic literacy that many "successful" students master, and the more analytic, critical, and discipline specific ways of making meaning emblematic of engaged learners. Adam Fletcher’s definition is succinct: "Students are engaged when they are attracted to their work, persist despite challenges and obstacles, and take visible delight in accomplishing their work." The origins of the term hail back to its mid-17th century association with fencers.
Two Case Studies: How Connected Educators Can Transform Schools Figuring out which new teaching practices or pieces of technology might work in a classroom can feel like a full-time job. Lots of educators spend their free time researching new ideas and connecting with other educators, but there are plenty more that find the process confusing and overwhelming. How much easier would it be to have a dedicated staff person whose job is to bring new ideas into the district, support teachers and smooth the way with administrators? That’s what Kris Hupp does for Cornell School District, a tiny district in Pittsburgh, Pennsylvania. Hupp’s official title is 21st Century Teaching and Learning Coach, a job that started out as part of a state grant and has been incorporated into the regular budget. “My district made the investment in my position because they were seeing instructional shifts and a lot of that is this mentality that we’re in it together,” Hupp said. Hupp also runs a Professional Learning Community (PLC) of both teachers and administrators.
Timing Matters: The Impact of Immediate and Delayed Feedback on Artificial Language Learning Classroom Seating Arrangement Good morning! :) One of the most important things to me is how you arrange your classroom. I always think about a few things when considering how to arrange my classroom... -Can my students all see the SMARTboard from their desks without having to turn around? -Can my students access all of our classroom materials without having to move something? Sometimes I have to arrange the room, and then tweak it a little to make sure all of the above questions are answered YES. I've had my desks arranged in many different ways during the years. When I taught specials classes and had mostly small groups of kids at one time (between 6-10 kids most of the day), I had my classroom set up with my meeting table in the middle. If you want to see some examples of my classroom seating arrangement, you can see one of my previous posts about how to set up your classroom. I love several of these arrangements... especially the one in the middle on the right. That's all she wrote,
Évaluer autrement, restituer plus globalement Qui n'a pas rêvé d'une évaluation constructive, permettant aux élèves de restituer la totalité des connaissances et compétences travaillées? Qui n'a pas rêvé d'une évaluation globale et structurante permettant à l'élève de s'assurer de sa compréhension et de prendre automatiquement conscience des zones d'ombre demeurant à la fin d'un cours? Qui n'a pas rêvé d'une évaluation qui ne stigmatiserait pas mais au contraire permettrait de sortir grandi et confiant? L'introduction des tablettes dans les classes a déjà permis d'ouvrir le champ des possibles et surtout de pousser les limites usuelles des apprentissages en apportant sens, complexité et inédits[1] dans le quotidien des classes. L'évaluation ô combien décriée, stigmatisée et remise en question dans les systèmes éducatif français et internationaux, pourrait peut-être tirer parti de ce complexe inédit apporté par les tablettes. Comment? Vers une évaluation plus exigeante. Vers une évaluation plus équitable. Conclusion [2] Tony Buzan, 1971.
Using Webb's Depth of Knowledge to Increase Rigor The word "rigor" is hard to avoid today, and it provokes strong reactions from educators. Policymakers tout its importance. Publishers promote it as a feature of their materials. But some teachers share the view of Joanne Yatvin, past president of the National Council for Teachers of English. To them, rigor simply means more work, harder books, and longer school days. "None of these things is what I want for students at any level," Yatvin says. Calculating Cognitive Depth For classroom teachers, the more important question is one of practice: how do we create rich environments where all students learn at a high level? Level 1: Recall and Reproduction Tasks at this level require recall of facts or rote application of simple procedures. Level 2: Skills and Concepts At this level, a student must make some decisions about his or her approach. Level 3: Strategic Thinking At this level of complexity, students must use planning and evidence, and thinking is more abstract. Apply as Needed
Teaching Empathy Through Digital Game Play Digital Tools Quandary The playful approach to learning a new concept that kids usually take when playing a video game can be just the right jumping-off point for diving deeply into a topic. Games can’t do all the teaching, but can engage kids to start thinking. At least that’s how MIT’s Education Arcade and the Learning Games Network are approaching their new free game Quandary. Quandary approaches the broad topic of ethics by helping students understand how to take a different perspective and learn how to empathize. “We see games as an organized space for playful exploration and through the process people encounter and form new ideas and concepts, they begin to construct knowledge.” The game currently has three episodes that follow a similar pattern. “Every time I play a fact, the value of each drops down, so I can only play them a limited number of times,” explained Peter Stidwill, executive producer of the Learning Games Network in an BrainPOP Educators webinar. Related
7 Important Tips for Providing Effective Feedback to Your Students March 20, 2014 Feedback is an essential element in the teaching/learning process. Through feedback students get to know how they are doing in their learning and through it too teachers learn about the usefulness of their teaching strategies and what should or should not change. However, the power of feedback as a pedagogical aid resides in knowing when and how to provide it to learners. As Jam Chappuis argues, " effective feedback occurs during the learning, while there is still time to act on it." Also, feedback should not be the equivalent of grading or else students will "routinely read only as far as the grade". You should never confuse feedback with praising or advising. This wonderful visual is found on inservice.ascd.org