Les nouveaux défis du Responsable formation & développement | UP Scope Dans un contexte de réforme de la formation professionnelle vers, peut-être, « un choc de simplification » et la fin annoncée du 0,9%, le métier de « Responsable Formation » évolue, au plus près des enjeux de l’organisation.Ce positionnement stratégique se traduit financièrement par une rémunération du « Responsable formation & développement » qui arrive en deuxième position après celle du DRH, pour un montant médian de 62 000 € (Source Towers Watson, Tous les salaires de la fonction RH, 2013). Devenu un partenaire incontournable de l’organisation pour la gestion des talents et l’évolution des compétences clefs, le Responsable Formation doit relever de nombreux défis, convergents vers sa capacité à anticiper et satisfaire les besoins de ses clients internes : A cet effet, il doit être suffisamment informé des tendances et des contraintes du secteur d’activité de son organisation pour porter les besoins des unités opérationnelles auprès de la Direction des Ressources Humaines. • Etc…
SimpliTeach | Empowering Online Teachers Principle II. Provide Multiple Means of Action and Expression Click to Get the Guidelines! Learners differ in the ways that they can navigate a learning environment and express what they know. For example, individuals with significant movement impairments (e.g., cerebral palsy), those who struggle with strategic and organizational abilities (executive function disorders), those who have language barriers, and so forth approach learning tasks very differently. Some may be able to express themselves well in written text but not speech, and vice versa. Guideline 4: Provide options for physical action A textbook or workbook in a print format provides limited means of navigation or physical interaction (e.g., turning pages, handwriting in spaces provided). Checkpoint 4.1 Vary the methods for response and navigation Learners differ widely in their capacity to navigate their physical environment. Tell Me More! Checkpoint 4.1: View examples and resources Checkpoint 4.2 Optimize access to tools and assistive technologies Suggested citation CAST (2011).
Call for Contributions- New Ways in Teaching With Music TESOL Press seeks contributors for a book on how to use music in the ESL/EFL classroom. Deadline: June 30, 2016 If you would like your contribution to be considered, please follow the guidelines below and make your timely submission to co-editors Jean Arnold and Emily Herrick at firstname.lastname@example.org Scope and Purpose New Ways in Teaching with Music (NWTM) will be a collection of activities and exercises contributed by teachers who have used them in their teaching in ESL and EFL higher-ed or IEP classrooms around the world. Audience Contributors may explore options for using music in teaching ESL or EFL to adult or young adult students in an academic setting. Format This series offers at-a-glance, simple lesson plans. Length 400–800 words Section Parts Acceptance Process Contributions should follow the format of the series as closely as possible and use APA formatting and referencing guidelines. Copyright TESOL asks all contributors to assign their copyright to the association. Procedure: 1. 2.
Principle III. Provide Multiple Means of Engagement Click to Get the Guidelines! Affect represents a crucial element to learning, and learners differ markedly in the ways in which they can be engaged or motivated to learn. There are a variety of sources that can influence individual variation in affect including neurology, culture, personal relevance, subjectivity, and background knowledge, along with a variety of other factors. Some learners are highly engaged by spontaneity and novelty while other are disengaged, even frightened, by those aspects, preferring strict routine. Guideline 7: Provide options for recruiting interest Information that is not attended to, that does not engage learners’ cognition, is in fact inaccessible. Checkpoint 7.1 Optimize individual choice and autonomy Tell Me More! Checkpoint 7.1: View examples and resources Checkpoint 7.2 Optimize relevance, value, and authenticity Individuals are engaged by information and activities that are relevant and valuable to their interests and goals. Suggested citation CAST (2011).
Classroom Management Techniques by Jim Scrivener, CUP « IH Journal Reviewed by Lou McLaughlin Classroom Management Techniques successfully provides concrete solutions for everyday difficulties encountered by language teachers worldwide. It is divided into seven chapters, each based on a specific topic and subsequently cross-referenced throughout the book, making it extremely user-friendly. The aim of each chapter is clearly stated and is accompanied by an introduction which provides useful background information from both a theoretical and practical viewpoint. The main body is comprised of practical techniques for the classroom, detailing how these can become part of any teacher’s repertoire. The end of each chapter has a reflection section in the form of questions which aims to help the reader personalize the theory and techniques. The first three chapters deal with three specific areas of classroom management: the classroom, the learner, and the teacher, while the remaining chapters deal with issues surrounding the lesson itself.
Principle I. Provide Multiple Means of Representation Click to Get the Guidelines! Learners differ in the ways that they perceive and comprehend information that is presented to them. For example, those with sensory disabilities (e.g., blindness or deafness); learning disabilities (e.g., dyslexia); language or cultural differences, and so forth may all require different ways of approaching content. Others may simply grasp information quicker or more efficiently through visual or auditory means rather than printed text. Guideline 1: Provide options for perception Learning is impossible if information is imperceptible to the learner, and difficult when information is presented in formats that require extraordinary effort or assistance. Checkpoint 1.1 Offer ways of customizing the display of information In print materials, the display of information is fixed and permanent. Tell Me More! Checkpoint 1.1: View examples and resources Checkpoint 1.2 Offer alternatives for auditory information Checkpoint 1.2: View examples and resources CAST (2011).
Ditch That Textbook Et si les neurosciences pouvaient aider le changement ? #neuroscience par @ceciledemailly 01net. le 20/08/12 à 10h15 © © 2009 SanFranAnnie, Flickr Cet été, je déjeune en terrasse avec une amie, l’une des gourous 2.0 d’une multinationale française, et nous parlons conduite du changement (oui, oui, même en terrasse l’été). La question qui nous préoccupe est de savoir comment aborder les freins et les résistances au changement à un niveau d’ensemble et de manière efficace. Au niveau individuel, il est possible assez simplement de cibler et d’apporter à chaque personne l’aide spécifique qu’il lui faut. Mais lors d’un changement stratégique important, aucune entreprise ne peut se permettre d’approcher individuellement tous les employés concernés, sans parler des clients, partenaires et autres intéressés. Du coup, j’aimerai profiter de ce billet pour revenir sur quelques idées reçues. Les neurosciences : des binocles plutôt qu’une baguette magique Les neurosciences consistent à étudier le fonctionnement du cerveau à l’aide de toute la technologie d’imagerie médicale disponible.
theconversation An article we wrote last week for The Conversation on Seven “great” teaching methods not backed up by evidence prompted a large amount of comment and discussion. One of the main questions has been, ok so what does make for great teaching? It was this question that our recent evidence review for the Sutton Trust set out to address, alongside how teachers can improve their teaching and so bring about better learning for their students. Defining effective teaching is not straightforward. But it must surely be something like: “effective teaching is that which leads to high achievement by students in terms of valued outcomes”. Many current ways of assessing children, particularly those used in high-stakes exams or in existing research studies, do not fully reflect the range of important outcomes that a child’s education is trying to achieve. Six good practices The research we reviewed suggests there are six common components that are signatures of good-quality teaching: