L’apprentissage hybride : un changement de posture pédagogique ! Introduction Le numérique change nos habitudes dans différents domaines y compris dans celui de l’apprentissage et ceci dans le temps comme dans l’espace. L’information devient disponible 24h sur 24, sept jours sur sept et depuis n’importe où, du moment que l’on dispose d’une connexion à internet. La place du professeur est remise en cause. Il n’est plus le seul détenteur du savoir. Les réseaux sociaux comme Twitter , Facebook ou les plates formes numériques collaboratives comme Moodle  ou encore Edmodo  constituent des supports de choix pour proposer un apprentissage hybride à nos élèves alternant des phases de cours en présentiel et des cours en ligne en distanciel. Bien évidemment les exemples proposés ci-dessous sur la mise en place d’un apprentissage hybride demandent des supports numériques domestiques (smartphone, tablette, portable…) ou le cas échéant un accès libre au numérique dans l’établissement (ex : CDI). La classe inversée en distanciel (en amont du cours)
La classe inversée c’est du Freinet 2.0 Le 1er Congrès National sur la classe inversée a eu lieu les 3 et 4 juillet 2015 au lycée Montaigne à Paris. Les enseignants sont venus, très nombreux, de tous les coins de France et même de l'étranger au point que les organisateurs ont été obligés de limiter l'accès à cet évènement faute de place. L'association Inversons la classe créée en 2014, organisatrice de ce Congrès se donne pour objectifs de « diffuser le travail des pionniers, pour que la classe inversée fasse partie de la boîte à outils de chaque enseignant, qu'il souhaite l'utiliser ou non. »Le succès de ce premier congrès ne surprend pas Héloise DUFOUR qui préside l'association. « Pourquoi 99% des enseignants qui se sont lancés dans la classe inversée veulent continuer l'année d'après ? On comprend alors le succès fulgurant de l'association. Mais qu'est-ce vraiment que la classe inversée ? Car le numérique joue un rôle essentiel. Il ne s'agit pas de placer les technologies avant la démarche pédagogique. Claude TRAN
To Flip or Not to Flip Your Classroom To Flip or Not to Flip: The Only Question Should Be When! Guest post by South Florida State College and Florida Keys Community College instructor, Erik Christensen, written for the quarterly educator newsletter The Learning Lounge. What would you do if all of your students read the textbook and studied online lecture videos BEFORE each class? This would enable you to shift the focus of classroom time to higher order thinking and application of knowledge. This is not a dream but can be a reality in your classroom. My Classroom Anyone walking past my classroom would see a chaotic place with students huddled in groups, some students roaming around the class talking with others, and others looking up things on their laptop, tablet, or phone. My Results Anecdotally, it is easy to say that flipping my classes works. “I really enjoyed the flipped classroom. My Implementation Before Class During Class After class see the solution. Recommendations Start Slowly. Summary About the Author Related
The Teacher's Guide To Flipped Classrooms Since Jonathan Bergman and Aaron Sams first experimented with the idea in their Colorado classrooms in 2004, flipped learning has exploded onto the larger educational scene. It’s been one of the hottest topics in education for several years running and doesn’t seem to be losing steam. Basically, it all started when Bergman and Sams first came across a technology that makes it easy to record videos. And voila: a movement began. A 2014 survey from the Flipped Learning network found that 78% of teachers said they’d flipped a lesson, and 96% of those that tried it said they’d recommend it. What is a flipped classroom? Once a new idea becomes a buzzword, pinning down the definition can become a tad more challenging. That gets the idea across, but it’s a bit of a mouthful. Most people hear “flipped learning” and picture kids watching videos at home, but proponents of it suggest that it doesn’t have to be exclusively about videos. The Benefits of Flipping Your Classroom 1. 2. 3. 1. 2. 3. 4. 5.
Trying to dig deep with a flipped classroom | Innovative pedagogy – Dean Pearman As Prensky highlights that the technology today’s learners have grown up with has ‘induced today’s students to think and process information fundamentally different from their predecessors’ (Prensky 2001, p.1). We know our students access, process and create information in very different ways and are moving away from more classical approaches to teaching and learning in order to engage students and move beyond retention. It is a mistake to focus solely on the technology as its the active lesson which really makes this a powerful pedagogical approach to learning. If we look at this in the context of a ‘traditional’ classroom most of the focus is on the remembering and understanding stages of Bloom’s Taxonomy, processing information and content. Students then move to the more difficult thinking processes at home by themselves. Bloom’s Taxonomy © No expert support, no feedback, no collaboration. Lets flip Bloom for the 21st century, it now looks like this. Where to start The setup
A Wonderful App for Students to Showcase Their Learning August 21, 2015 30hands is an excellent app to use with students in class. You can use it for a wide variety of purposes from creating demos and tutorials to crafting visually appealing presentations and videos. Students can use it to create multimedia productions showcasing their learning in the form of a slideshow with audio narration, or through an audio-enhanced image portfolios to mention but a few examples. Given its intuitive interface and simple layout, 30hands can be used with different age groups. 30hands is also great for digital storytelling. 30hands is available in two versions: free and pro.
Today’s Education Should Be About Giving Learners Voice and Choice Some of the recurring themes of my conference presentations and blog posts include: The underlying theme of all of my ideas, of all of my blog posts is about setting up the conditions where learners’ choice and voice flourish. I have come to believe that the only real education is one that fully embraces learner choice and voice. Education works when people have opportunities to find and develop unaccessed or unknown voices and skills. Internet accessibility, technologies that permit the user-generated media, and social media allow for unlimited potential for learner choice and voice. Learner Choice can be facilitated through: Learner Voice can be facilitated by: Giving learners an opportunity to use their unique voices to show what they know-what they learned (see UDL’s multiple means of action and expression).Giving learners options to use their voice in a way that works best for them. As John Dewey notes (as is often the case, he says it best): Like this: Like Loading...
The Flipped Mobile Classroom: Learning "Upside Down" In the past few months, the flipped-learning model has hit mainstream media with articles appearing in the New York Times and even Southwest Airlines' Spirit magazine. Traditionally, students learn new information through lecture or direct instruction while in school. Conversely, in a flipped class, students gain content knowledge at home through audio, video and text, so that more class time can be devoted to discussion, exploration and experimentation. By using a flipped model, teachers provide content through a variety of modalities, giving students not only the ability to learn at their own pace but also in the way that best suits their learning needs. However, if we take the time to make our content available outside of class, what does learning look in school? It provides multiple pathways to gain knowledge and understanding. Flipping Macbeth What if class time had been used to read out loud and experience the reading instead of analyzing it? Flipping Science Labs Spinning the Class
Sail the Book Vocabulary Lessons: Flipped, Collaborative & Student Centered Students who are avid readers have better vocabularies. This is a fact that most teachers are well aware of. However, many students do not fit this description and even those who read regularly are unlikely to encounter high level vocabulary in the novels they select. In addition to the various texts we read in class, I include SAT vocabulary in my curriculum. This year I changed my approach and began using the following approach to teaching vocabulary. Making Prediction Based on Context Clues I begin by presenting students, in small groups of 3-4, with 15 sentences. This activity requires that they analyze the sentences, how the word is used, the part of speech to “determine or clarify the meaning of unknown and multiple-meaning words and phrases” using context clues. Flip Vocabulary Instruction In years past, I would stand at the front of the room and use my transparency machine to present the list of 15 words to each of my six classes. Getting Creative with Unfamiliar Words Presenting