Dispositif d'appui au dialogue social Ce dispositif d’appui au dialogue social a pour objectif de restaurer des relations dans l’entreprise, améliorer le climat social. Il réalise un véritable coaching des relations collectives dans l’entreprise. Il est assez mal connu des salariés et chefs d’entreprises. Improductivité d’un conflit relationnelQuand et comment recourir au dispositif d’appui au dialogue socialIntervention du dispositif d’appui au dialogue social Improductivité d’un conflit relationnel Un conflit relationnel est improductif, alors qu’une relation sereine, normale est productive. Dans un conflit, les protagonistes se servent de l’objet comme d’une balle de ping pong donc le conflit est destructeur sur le contenu ( parfois il conduit l’entreprise à une impossibilité de fonctionner). Une relation improductive alimente la souffrance au travail. Signes d’une relation improductive Ce sont des signes qui orientent sur un conflit relationnel destructif : Fondements d’une relation improductive Outils du tiers facilitateur
A Quick Guide To Questioning In The Classroom A Guide to Questioning in the Classroom by TeachThought Staff This post was promoted by Noet Scholarly Tools who are offering TeachThought readers 20% off their entire order at Noet.com with coupon code TEACHTHOUGHT (enter the coupon code after you’ve signed in)! Get started with their Harvard Fiction Classics or introductory packages on Greek and Latin classics. This is part 1 of a 2-part series on questioning in the classroom. Something we’ve become known for is our focus on thought, inquiry, and understanding, and questions are a big part of that. If the ultimate goal of education is for students to be able to effectively answer questions, then focusing on content and response strategies makes sense. Why Questions Are More Important Than Answers The ability to ask the right question at the right time is a powerful indicator of authentic understanding. Questions are more important than answers because they reflect both understanding and curiosity in equal portions. Cognitive Dissonance
Questioning The start of a new term is nearly upon us and I am going in revitalised due to a number of life changes. One aspect of getting back into the classroom and school environment is to listen to the great array of questions, challenges and responses I'll hear and be involved in. I love questioning and the potential depth to thinking it can generate. However far to often including in my own practice I prevent opportunities for taking the thinking deeper by posing a new challenge, problem to keep that engaging thrust of something new flowing in the room. This is good a trigger but like a gun firing the trigger too often at the same target can lead to the death of something. In this case deep thinking that challenges students. So how about a strategy. So what are the question Socratic circle questioning poses? It is a 6 step process: • clarify • challenge assumption • evidence for argument • viewpoints and perspectives • implications and consequences • question the question
Checklist de 44 conseils pour bien écrire pour le Web - bonnes pratiques de rédaction web Les titres 1. Prévoir impérativement un titre pour chaque page. Le titre sera : 2. - Entre 4 et 10 mots. - Idéalement, le titre devrait tenir sur une seule ligne. - Éliminez tous adjectifs, prépositions et adverbes non indispensables. 3. - Utilisez une taille de caractère supérieure à celle du corps du texte. - Proscrivez les italiques, le souligné ou les majuscules. - Placez le titre au-dessus de la zone centrale de la page. - Balisez le titre <h1>pour les moteurs de recherche. 4. - Utilisez un vocabulaire compréhensible par le public visé. - Décrivez le sujet et la valeur ajoutée de l'article (anticipation du contenu). - Rejetez les acronymes et autres sigles qui exigent un décodeur. 5. - Invitez à la lecture du contenu, à condition de rester explicite. - Vérifiez si une phrase avec un verbe ne rend pas le titre plus dynamique. - Envisagez les titres sous forme de questions. 6. - Évitez les effets rhétoriques, les jeux de mots, la ponctuation exclamative, l'emphase promotionnelle exagérée. 7. 8. 9.
8 Strategies To Help Students Ask Great Questions 8 Strategies To Help Students Ask Great Questions by Terry Heick Questions can be extraordinary learning tools. A good question can open minds, shift paradigms, and force the uncomfortable but transformational cognitive dissonance that can help create thinkers. In education, we tend to value a student’s ability to answer our questions. But what might be more important is their ability to ask their own great questions–and more critically, their willingness to do so. The latter is a topic for another day, but the former is why we’re here. 1. The TeachThought Learning Taxonomy is a template for critical thinking that frames cognition across six categories. It imagines any learning product, goal, or objective as a “thing,” then suggests different ways to think about said “thing”–mitosis, a math formula, an historical figure, a poem, a poet, a computer coding language, a political concept, a literary device, etc. 1. 2. 3. 4. 5. 6. Prompt: Parts–Give examples and non-examples The upside? 2. 3. 4.
Six Degrees of Kevin Bacon Six Degrees of Kevin Bacon is a parlor game based on the "six degrees of separation" concept, which posits that any two people on Earth are six or fewer acquaintance links apart. That idea eventually morphed into this parlor game, wherein movie buffs challenge each other to find the shortest path between an arbitrary actor and prolific Hollywood character actor Kevin Bacon. It rests on the assumption that any individual involved in the Hollywood, California, film industry can be linked through his or her film roles to Kevin Bacon within six steps. The game requires a group of players to try to connect any such individual to Kevin Bacon as quickly as possible and in as few links as possible. History[edit] The trio wrote a letter to talk show host Jon Stewart, telling him that "Kevin Bacon was the center of the entertainment universe" and explaining the game.[2] They appeared on The Jon Stewart Show and The Howard Stern Show with Bacon to explain the game. Bacon numbers[edit] Kevin Bacon
le moulleau : Fatras en bleu C’est en 19 . . . que Pauline Marchicourt, lassée de la vie parisienne, pose définitivement ses malles à Arcachon. Il faut lui reconnaître que ses dix dernières années dans la capitale comblées d’honneurs, de rencontres, d’évènements tous plus festifs les uns que les autres, lui avaient donné à penser sur la vanité de l’existence. Elle arriva donc anonymement au bord du bassin, bien décidée à se tenir éloignée du ramdam du Tout Paris avec lequel elle s’était décidé à couper définitivement.. C’était sans compter avec les amis qui la retrouvèrent, dans sa petite maison de l’arrière Moulleau, avenue Saint François Xavier, et qui aussitôt, s’invitèrent pour y renouveler les facéties et fêtes parisiennes. Mais Pauline tint bon et éconduisit les importuns. …Quelques temps. Quand Marcelle Chantal, qui avait acquis une belle et discrète propriété au Pyla découvrit que Pauline était à deux pas de chez elle, elle ne fit ni une ni deux, et débarqua. Marcelle Chantal Pauline dut vite renoncer à sa paix provinciale Gide, et
4 Questions Every Teacher Should Ask About Mobile Learning 4 Questions Every Teacher Should Ask About Mobile Learning by Justin Chando, Founder & CEO, Chalkup Untethered from desks, a tablet represents personalized learning potential for a student in ways we’re just catching up to. With every historical date ever needed for World History 101 suddenly contained in the back pocket of your average American eighth grader, we find ourselves in a new environment for learning. As I see an increase in creative ways to keep learning alive after class, I’m interested in thinking about what we should be doing to ensure schools can reap the full benefits of mobile. I’m not interested in seeing the same classes and materials we had a decade ago (but now with Chromebooks!) On the front end of this conversation, what I’ve come up with are questions. 4 Questions Teachers Should Ask About Mobile Learning In Their School What can we do with a device that we couldn’t previously? My instinct is to first talk out the basics. What will be our key indicators of success?
Making best use of exam questions I have written before about Diagnostic Questions. A good diagnostic question can reveal a lot about a student’s thinking. Many of the questions we have written for the York Science Project have drawn on research evidence to provide the alternative answers that students might select. When preparing diagnostic questions for GCSE classes there are two other rich sources of alternative answers that have been given by students – the Mark Scheme and the Report to Centres. Recently I spent some time with OCR GCSE Science teachers developing diagnostic questions in this way. Here is an example. This question part of question 2 on the OCR GCSE Science Gateway B711/02 (higher tier paper) in June 2012. In the Report to Centres the Principal Examiner for the paper wrote : “Just less than half the candidates gained the mark…… The most common correct answer was dehydration. The mark scheme for the question was this: Or you could put the answers into a confidence grid: Notice the headings for the columns.
Teaching and Maintaining Ethical Behavior in a Professional Organization