background preloader

8 stratégies d’enseignement efficaces selon Hattie et Marzano

8 stratégies d’enseignement efficaces selon Hattie et Marzano

http://rire.ctreq.qc.ca/2016/04/strategies-hattie-marzano/

Related:  méthodes pédagogiquescerveau et cognitionSe former`test 1023apprendre

19 Big and Small Classroom Management Strategies The year I started teaching seventh- to twelfth-grade English in Minneapolis, Prince launched his song about urban ruin, "Sign o' the Times." That song was an apt musical backdrop for the lives of my students, most of whom lived in poverty and challenged me daily. That year also afforded me the opportunity to be assaulted with a stone, two chairs, a Rambo knife, a seventh-grade girl's weak jab, and dozens of creative swear words. Fortunately, classroom order improved when I learned that successful classroom management depends on conscientiously executing a few big strategies and a lot of little ones. Big Strategies: Fundamental Principles of Classroom Management

Metacognition: Nurturing Self-Awareness in the Classroom How do children gain a deeper understanding of how they think, feel, and act so that they can improve their learning and develop meaningful relationships? Since antiquity, philosophers have been intrigued with how human beings develop self-awareness -- the ability to examine and understand who we are relative to the world around us. Today, research not only shows that self-awareness evolves during childhood, but also that its development is linked to metacognitive processes of the brain.

On what a research-informed classroom actually looks like #EducationFest – The Learning Profession Today I had the pleasure of presenting with Claire Hill on what a research-informed classroom actually looks like. Both Claire and I share a vision of using research to guide effective classroom practice in our departments but also as a way to reduce unnecessary workload by focusing on the things that are more likely to really make a difference. I started by talking about the fact that in the first years of my teaching I did not have a good definition of learning – which now seems pretty remarkable given that I was in the job of getting students to learn stuff… However, if we take this notion from Kirschner, Sweller and Clark (2006) it’s a bit of a game changer. Performance Philosophy - Plateforme internationale Performance Philosophy is an international research network for the field of Performance Philosophy. The network is open to all researchers concerned with the relationship between performance & philosophy. The network was founded by eleven core conveners in the summer of 2012 and was formally launched on the 3rd September 2012. Eleven new conveners were appointed in September 2017, with two of the founding conveners stepping down. Aims

The Importance of a Healthy Teacher Ego I have two primary messages for secondary school teacher training candidates. If you don't love adolescents and don't have a healthy ego, you should seriously consider finding another profession. You'll be living with these kids for 6-8 hours every day, and if you don't love them, the days will be long and difficult. And if you don't have good ego strength (or if your ego is strong in a less-than-ideal way), you'll find it difficult to deal with a multitude of challenges. I want to focus here on the latter message.

The Role of Metacognition in Learning and Achievement Excerpted from “Four-Dimensional Education: The Competencies Learners Need to Succeed,” by Charles Fadel, Bernie Trilling and Maya Bialik. The following is from the section, “Metacognition—Reflecting on Learning Goals, Strategies, and Results.” Metacognition, simply put, is the process of thinking about thinking. It is important in every aspect of school and life, since it involves self-reflection on one’s current position, future goals, potential actions and strategies, and results. At its core, it is a basic survival strategy, and has been shown to be present even in rats.

Helping Students Memorize: Tips from Cognitive Science  I was wrapping up a presentation on memory and learning when a colleague asked, “How do we help students learn in courses where there’s a lot of memorization?” He explained that he taught introductory-level human anatomy, and although the course wasn’t all memorization, it did challenge students’ capacity to retain dozens of new terms and concepts. The question itself is tricky because most teaching professionals are heavily invested in the idea that learning isn’t about being able to regurgitate facts on an exam.

Transforming Data into Visualization Data visualization explains a story to the user; a story that if told well should help the viewer discern information and relationships between the data. Data visualization, for a designer, is the process of taking a complex structure and breaking it down in a way that the reader can easily comprehend. It is a powerful tool used to translate complex data into accessible insights. New Teachers: A Primer on Assessment In order to effectively plan instruction, it’s important to determine students’ current level of knowledge and state of academic, social, and emotional skills. There are a variety of ways for teachers and students to arrive at this understanding and gauge student progress through assessment. View the video "Five Keys to Comprehensive Assessment" for a helpful overview of the various types and purposes of assessment. Then explore the resources below for tips and strategies to help you plan and craft assessments to guide teaching and learning in your classroom. After you have seen the video, make sure to read "The 5 Keys to Successful Comprehensive Assessment in Action" for a better understanding of what these elements look like in practice. Setting Meaningful Goals

What is Mindset Every so often a truly groundbreaking idea comes along. This is one. Mindset explains: Being Mistaken for a Native Speaker… Mission Accomplished? - EFL Magazine by Laura Polanco As foreign language teachers, we are aware of how big the “native speaker” controversy has become and somehow, we, consciously and unconsciously, reflect this in our teaching practice. But, what does “native speaker” even mean? What qualifies a person as a native speaker of a target language? Clearly, there are several definitions and positions over this matter but I agree with Professor Anita Lewicka’s interpretation of the TEFL Equity Advocates and Academy in which: “If you happen to be a native speaker of a given target language, you were most probably born in a country where the target language is the official language.

The globe of economic complexity About close x The Globe of Economic Complexity

Related: