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
Questioning – Top Ten Strategies | huntingenglish “Learn from yesterday, live for today, hope for tomorrow. The important thing is to not stop questioning.” – Albert Einstein Questioning is the very cornerstone of philosophy and education, ever since Socrates ( in our Western tradition) decided to annoy pretty much everyone by critiquing and harrying people with questions – it has been central to our development of thinking and our capacity to learn. Indeed, it is so integral to all that we do that it is often overlooked when developing pedagogy – but it as crucial to teaching as air is to breathing. We must ask: do we need to give questioning the thought and planning time something so essential to learning obviously deserves? Do we need to consciously teach students to ask good questions and not just answer them? Most research indicates that as much as 80% of classroom questioning is based on low order, factual recall questions. 1. 2. 3. 4. 5. Q1. 6. 7. 8. 9. 10. Added Extras: Like this: Like Loading... Related
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
Taking the ‘temperature of learning’ in lessons: a few tried and tested strategies | @mrocallaghan_edu ‘Progress’ appears to be the buzz word in schools at the moment, especially during lesson observations. The new Ofsted framework specifically looks at how teachers enable students to make progress in lessons and over a series of lessons. I believe progress is only as good as the learning objective you measure it against, so making sure your learning objectives are clear and differentiated is vital. This should not be a hoop you jump through for observations but a means to take the ‘temperature of learning’ in a lesson. The information obtained from students can then be used to direct the course of the rest of the lesson. Below is a range of strategies I have used in lessons to try and get students to take a more active role in their learning and take some ownership of the progress they are making. 1. This is very easy to set up and use in lessons. 2. This works by displaying a scale on the board under a learning objective with a happy face at one end and a sad face at the other. 3. 4.
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)
Gathering Evidence that Flipping the Classroom can Enhance Learning Outcomes As an advocate of the potential of the flipped classroom, it’s rewarding and encouraging when student and teacher feedback supports the benefits of this approach, and this happens quite often. However, a wealth of measurable evidence that the technique can improve learning outcomes would go a long way towards convincing educators everywhere that this is an important technique to consider leveraging further in our schools. Not long ago I stumbled across an article about San Jose State University that discusses measurable improvements in test scores in a course in which some students used a flipped model. This weekend I went in search of more such examples, and share these findings here. “San Jose State U. The Chronicle of Higher Education, October 17, 2012 The result: Midterm exam scores for students in the flipped section were higher than those in the traditional sections. “Flipping the Classroom” Vanderbilt University ‘Center for Teaching’ Web Site Cara A. About Kelly Walsh Print This Post
Concept & principes pédagogiques – 4 : le conflit socio cognitif | Le blog de C-Campus Le conflit socio cognitif est un concept développé dans le champ de la pyschologie sociale génétique au début des années 80. Il met en évidence l’influence positive des interactions sociales sur l’apprentissage. L’apprentissage entre pairs peut être supérieur, sous certaines conditions, à l’apprentissage seul ou face à un formateur car il suscite des confrontations de point de vue générant la remise en cause de représentations, et par conséquent l’émergence de connaissances nouvelles. Comment fonctionne le conflit socio cognitif ? Face à un problème ou une question, chaque membre d’un groupe de personnes a au démarrage une représentation qui lui est propre du problème ou de la question. Quels sont les effets du conflit socio cognitif ? Le C.S.C accélère la plupart du temps l’apprentissage ou le changement de point de vue pour trois raisons essentielles : Par ailleurs, le conflit socio cognitif a deux effets secondaires positifs : Du conflit socio cognitif à l’apprentissage coopératif
Great Lessons 1: Probing Introduction In all the talk of improving teaching and learning, sometimes – no often – there is too much talk about the model OfSTED lesson. Too often this leads teachers into thinking of idealised lessons than can only be turned out in special circumstances or that Outstanding lessons require us to devise an elaborate box of tricks to show off with. Two related ideas: 1) It is the spirit of an idea that is important, not the letter. 2) In improving as teachers, we are not collecting tools, we seeking to change our habits… the things we do automatically every day. I am planning to create a series of short posts called Great Lessons that focus on aspects of routine practice – because lessons can be routinely outstanding. Probe probe probe…. Great Lessons 1: Probing Questions That’s interesting, what makes you say that? It seems to me, on reflection, that the natural tendency to hold exchanges like this with individuals or a whole class is a key feature of excellent teachers. 1. Like this:
Best of 2013 : 10 conseils pour animer une classe virtuelle L’offre d’outils de classe virtuelle explose et les entreprises commencent à se convertir à cette nouvelle technopédagogie. Les règles d’animation d’une formation classique s’applique à une classe virtuelle. Voici quelques conseils pour réussir sa classe virtuelle en partant d’une comparaison avec les 10 points de vigilance d’une formation présentielle. 1- La conception de la formation La conception d’une classe virtuelle est en général plus simple que celle d’une formation présentielle. Faire court (la durée optimale d’une classe virtuelle est de 20 à 50 minutes, le temps d’un exposé)Privilégier les schémas au texteEviter les surcharges de texte1 diapo toutes les 3 à 5′ (hors diapo intercalaires, soit une douzaine de diapo maximum)Penser à faire faire des pauses structurantes et des exercices 2- L’implication des apprenants Avant toute formation, l’apprenant doit être impliqué dans le processus pédagogique conçu. 3- La préparation 4- L’avant formation 5- Le démarrage Attention !
AfL: Tight but loose…. Over the last few weeks there have been some very thought provoking posts on AfL on various teacher blogs. Two in partcilular resonated most with me – firstly, this one from Joe Kirby and then this from Tom Boulter. Both focus on cutting out the ‘gimmicks’ that have polluted the waters of AfL in recent years and get to the nuts and bolts of what it is all about – good teaching. They put me in mind of a quote from Jimmy Page of Led Zeppelin fame, who when asked about how they functioned as a band, answered that they were ‘tight but loose’. This to me, is an approach that schools should take when looking to develop AfL……or great teaching - have a shared understanding of what effective AfL/teaching is all about (the tight bit), but allow teachers to deliver this in their classrooms in different and creative ways (the loose bit). Developing a shared understanding of what effective AfL is Around 2007, I saw Dylan Wiliam talking about this at a conference in London. Keeping it tight but loose