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Les outils visuels de l'apprentissage. Quels outils visuels choisir pour favoriser l’apprentissage?

Les outils visuels de l'apprentissage

C’est à cette question que répond de manière synthétique la très intéressante carte mentale ci-dessus. Pour chaque outil, son utilisation pratique et ses avantages sont proposés. Cliquer sur la carte pour l’agrandir. Jeux-cadres - Décoder le code : 42 ressources pour les 7 à 77 ans. SqueakiMST:LaPedagogie. Programming through games for Middle School students.

In the beginning of 2013 I was invited to offer extra-classes for Middle School students interested on programming because of classes that I had already offered about Arduino and C for High School students.

Programming through games for Middle School students

Based on my experience as programmer, teacher (of Mathematics) and Scratch user, I decided to use games as the theme for the classes. The group started with 12 students, but the number lowered to 5 after August. The dynamic of the classes were: I explained the idea of the game and, usually, gave to them a few initial steps.

Sometimes the step were a piece of code, a file with the scenario and objects already created or some explanation about specific pieces of code they would need; During some classes (about 3 for each project), they worked at the project; By the end of a few classes (the number of classes depends of how hard the project was for them), I spent some time discussing what they have done and sharing pieces of code. Apprendre la programmation. Le cambouis pédagogique du code. Il y a quelques jours, des animateurs et concepteurs d’ateliers de programmation pour enfants sont venus au CRI (Centre de Recherche Interdisciplinaire) pour nous présenter leur travail.

Le cambouis pédagogique du code

Les démarches et méthodes de travail présentées sont dynamiques et pertinentes, de quoi nous inspirer dans notre pédagogie et notre façon de mener la classe… récit. Au delà de la diversité des types d’ateliers présentés (en famille, en classe, en périscolaire…) et des outils utilisés (Scratch, Lego Mindstorms, outils de Mozilla Webmaker…) nous avons pu remarquer des points de convergences. Se mettre en projetEn effet, tous les ateliers partent d’un projet concret, la programmation ne s’apprend pas “hors sol” elle permet de poursuivre un but, de créer, de relever un défi : animer un personnage, faire éviter les obstacles à un robot, créer un jeu… ExpérimenterIl a été aussi beaucoup dit qu’il fallait expliquer peu et laisser les enfants expérimenter, s’entraider, solliciter l’adulte si besoin.

Like this: apprenons l'informatique... à l'école et ailleurs ! Applications Blockly. Scratch - For Educators. What is ScratchEd?

Scratch - For Educators

Launched in July 2009, ScratchEd is an online community where Scratch educators share stories, exchange resources, ask questions, and find people. Since its launch, more than 7500 educators from all around the world have joined the community, sharing hundreds of resources and engaging in thousands of discussions. Join the ScratchEd community for free at

How can I learn more about what educators are doing with Scratch – and how I might use it? Not sure what might be possible with Scratch? Read a story about how educators have been including Scratch activities in a wide range of learning environments. Or explore resources across ages, disciplines, and settings. Making Games: The Ultimate Project-Based Learning. Gamestar Mechanic Part 6 of MindShift’s Guide to Games and Learning.

Making Games: The Ultimate Project-Based Learning

As game-based learning increases in popularity, it’s easy to get pigeon-holed into one particular way of thinking about it or one way of employing it. This is true regardless of how teachers feel about gaming in the classroom, whether they’re for or against it. One common objection to game-based learning is that students will sit in front of screens being taught at. Sure, games are interactive, but on some level, don’t they still just replace the sage on the stage with the sage on the screen?

In previous posts in this series, I’ve argued that because games involve systems thinking, they contextualize learning. “Games are just simulators with an internal incentive structure (often dopamine based). However, virtual simulations of hands-on experience are not the same as tangibly engaging with the world. Fortunately, few people are calling for games to replace school as we know it. Related.