502-Pierre-Paul Rouleau / 501- Johanne Brabant | Depuis 25 ans, on y grandit…Entramis pipo_roul Johanne.Brabant Fake A 21st Century Classroom How To Fake A 21st Century Classroom by Terry Heick Ed note: This post has been updated from a 2013 post because I loved the original so much and it made some people mad, which is always good 21st century learning isn’t a trend as much as a reality. 10 Ways To Fake A 21st Century Classroom 1. Projects are what students do in the 21st century. One of the most powerful ways to employ a 21st century learning tone and process is to start big–with broad, sweeping projects that change the world, and give students constant opportunity to revise thinking, innovate, design, publish, and curate because this is what modern students do, right? 2. Then use it to announce trivial things like due dates of 20th century work. 3. And when students have trouble collaborating, tell them collaboration is a 21st century skill, throw a calendar at them (or maybe just toss it on their desks casually) and tell them to get with the program. 4. 5. 6. And lots of them. 7. The blog is the new novel. 8. 9. 10.
Are you getting MYST-y? I just returned from Memphis, Tennessee presenting at the Harvard Project Zero Perspectives conference where I delivered two hands-on and interactive arts integration workshops that incorporated concepts like “teaching for understanding” and “thinking routines” to help make learning visible. Along the way, I heard some great keynote addresses from Harvard researchers. Thinking routines are designed to bring how and why we think into the foreground. For example, when a students answers a math problem, we should investigate his or her process on how they arrived at the answer. So, even if an answer is incorrect, both student and teacher can learn a lot from exploring and articulating the thought process behind the answer. This is kind of a radical idea: the thinking, in some ways, is more important or as equally important as the correct answer. Me: How do I make my own thinking visible? Look around your classroom. You: How do I make my students’ thinking visible?
Aides technologiques Articles publiés dans cette rubrique Gestion efficace des aides technologiques Se donner une vision TIC-EHDAA : pour une meilleure cohésion et cohérence des actions Accompagnement des commissions scolaires par le Récit en adaptation scolaire Le service national du RÉCIT en adaptation scolaire prête son expertise aux commissions scolaires afin de les soutenir et accompagner dans la gestion des aides technologiques au profit des élèves ayant des besoins particuliers ; Atelier de type : présentation pour un grand groupe ou expertise-conseil avec un comité de travail Cet accompagnement s’adresse principalement aux gestionnaires, mais invite également (...) Lire la suite... TIC-Adaptation scolaire : vision-cohésion-cohérence Les enjeux reliés à l’intégration des aides technologiques au profit des élèves ayant des besoins particuliers Lire la suite... Aide de suppléance à la communication pour des élèves non-oraux Lire la suite... Aides technologiques pour problèmes visuels Lire la suite...
Appsit ja osaamisen tasot LearningToday shares with everyone two beautiful posters, that help us remember Bloom’s Taxonomy: the Blooming Butterfly and the Blooming Orange. How do we connect the Bloom’s Taxonomy with the iPad? Following inDave Mileham and Kelly Tenkeley’s footsteps of assigning iPad apps to the different levels of the Bloom’s Taxonomy, I created the following table with apps that I have tested out and am recommending. In order to make the cut, the app had to fulfill the criteria (from Wikipedia and according to the Blooming Orange’s verbs) set out for each level. I want to encourage/challenge you, to take a look at the iPad apps on YOUR iPad and to categorize these apps with the different thinking levels and THEN take the next step to SHARE your list with other educators. Remember: Exhibit memory of previously-learned materials by recalling facts, terms, basic concepts and answers. describenamefindnamelisttell Suggested apps: explaincomparediscusspredicttranslateoutlinerestate Suggested Apps: Create:
Primary matters October 2017 In this issue of Primary Matters, we explore the Critical and Creative Thinking general capability; look at how Springfield Anglican College teachers are developing problem-based STEAM units; introduce our new Curriculum Specialist, Digital Technologies – Kim Vernon; and showcase our recently updated Australian Curriculum website. We hope you enjoy reading this newsletter. In this issue of Primary Matters, we look at the Critical and Creative Thinking capability, which is one of the seven general capabilities described within the Australian Curriculum. This capability and its associated learning continuum detail the skills students require to become creative, innovative and analytical citizens of the future. The explicit teaching and embedding of Critical and Creative Thinking throughout the learning areas encourages students to engage in higher order thinking. Critical and Creative Thinking is organised into four elements: Critical and Creative Thinking project By Laura Bain A simple idea
Les licences | Creative Commons Canada Essayez-vous de choisir entre les licences différentes? Consultez aussi le «Creative Commons License Chooser». Attribution (CC-BY) Cette licence permet aux autres de distribuer, remixer, modifier et améliorer votre œuvre, même à des fins commerciales, pour autant qu'ils vous mentionnent comme auteur de la création. Résumé Explicatif | Code Juridique Attribution-Partage des conditions (CC BY-SA) Cette licence permet aux autres de remixer, modifier et améliorer votre œuvre, même à des fins commerciales, pour autant qu'ils vous mentionnent comme auteur et protègent leurs nouvelles créations sous des conditions identiques. Résumé Explicatif | Code Juridique Attribution-Pas de modifications (CC BY-ND) Cette licence permet la redistribution de votre œuvre, à des fins commerciales et non commerciales, pour autant que votre œuvre ne soit pas modifiée (pas d’œuvres dérivées) et qu’elle vous mentionne comme auteur. Résumé Explicatif | Code Juridique Attribution-Non commercial (CC BY-NC)
Vastuu, valinta This article is adapted from Larry's new book, Self-Driven Learning: Teaching Strategies for Student Motivation. In the previous excerpt from this book, I shared some specific strategies for positive classroom management. Here are a few more. Reminder of Moral Values Behavioral economist Dan Ariely found in one experiment that if people are reminded of their moral values, they are far less likely to cheat. A variation of this study can be applied if a teacher knows that a substitute will be coming the next day. In my experience, I have always found a clear difference in student behavior between when I do this kind of reminder and when I do not. Light Touches Studies have shown that a supportive touch on the shoulder can result in a student being twice as likely to volunteer in class than if he or she did not receive that touch. Further studies have shown that a light touch on the upper arm can increase compliance substantially, and two light touches can increase it even more.
Visible Thinking & Teaching for Understanding in a Distance Learning Environment L'Agence nationale des Usages des TICE - L’intérêt pédagogique des blogs par Carole Francq * Le blog est un site présentant en ordre chronologique de courts articles ou des notes, généralement accompagnés de liens vers d’autres sites. Relativement simple d’utilisation, le blog s’est imposé comme un outil de publication dans de nombreux domaines. S’il permet de multiples usages, que dire de ses bénéfices pédagogiques ? Trois usages pédagogiques du blog ont été évalués dans les études : la formation des étudiants à la gestion de projets, l’expression écrite en langue étrangère, l’entraide et le soutien pour les enseignants débutants. Formation à la gestion de projets Judy Robertson, chercheuse de l’Université d’Edimbourg, a étudié 1 935 billets extraits d’un blog d’étudiants avec l’hypothèse suivante : utilisé comme un journal de bord lors de la réalisation du projet, le blog crée un environnement social favorable et favorise l’apprentissage auto-régulé. qu’avez-vous appris aujourd’hui ? Expression écrite en langue étrangère Conclusions Recommandations - Brescia W.