Styles d'apprentissage Les styles d’apprentissage constituent une gamme de théories concurrentes et contestées qui, à partir d’un concept commun selon lequel les apprenants diffèreraient dans la façon d’acquérir leur connaissances, vise à tenir compte desdites différences d’acquisition supposées chez les apprenants. Bien que ces diverses théories divergent dans leurs vues sur la façon dont lesdits styles doivent être définis et classés, ces théories suggèrent que tous les apprenants pourraient être étiquetés en fonction d’un « style » d’apprentissage particulier comme « visuel », « auditif », « kinesthésique », « tactile », etc.[1], bien que les diverses théories ne parviennent pas à se mettre d’accord concernant la définition et la catégorisation de ces styles[2]. Croire que les individus diffèrent dans leur manière d’apprendre est un concept populaire[3]. Historique[modifier | modifier le code] Mise en garde[modifier | modifier le code] Schéma[modifier | modifier le code] Remise en cause par Coffield, et al.
How Constraints Force Your Brain To Be More Creative When Sarah Stoesz became the CEO of Planned Parenthood Minnesota, North Dakota, South Dakota 15 years ago, her affiliate included 29 clinics. Today, there are 19. A barrage of state laws restricting abortion access, funding cuts, and anti-choice policies have caused clinic after clinic to close, leaving large swaths of the region without access to quality reproductive health care. Despite the fact that a majority of Americans supports reproductive rights; despite a weight of evidence proving that accessible family planning services leads to healthier, more economically vibrant communities; despite the mountain of barriers that low-income women, young women, and women of color face in accessing health care, conservative legislators have pledged to "defund" Planned Parenthood. It is a crusade for Stoesz, and all the leadership of Planned Parenthood is ready to fight. What The Fight to "Defund" Really Means This money is not bequeathed to Planned Parenthood in one large chunk.
I have trouble retaining information and remembering things. What should I do? - Quora Teacher Engages Class With Incredible Drawings Every Day – Bored Teachers An art teacher at Paola High School in Kansas goes above and beyond for her students on a daily basis. Mrs. DeAnna Morgan has the artistic talent of drawing on a whiteboard that most teachers can only dream of having. She creates masterpieces on the board EVERY DAY before class, to connect with her students and give them something to enjoy when they walk into her classroom. But it get's better... The drawings are just a visual image that connect to questions, to which students write their responses on the board. She got the idea from a fellow teacher on Instagram Brittany Briggs (@miss5th), who also posts questions for her students on the board. "I've always been a huge fan of teachers on Instagram. "I try to make them fit with every day of the week, a quote, or a character where a question can relate to the topic." Of course we asked her how many dry erase markers she goes through each week, but we were surprised by her response! "I've been creating one every day this school year!
Characteristics of Highly Effective Teaching and Learning (CHETL) The following statements represent characteristics that are common to all content areas. Section One: Learning Climate- a safe environment supported by the teacher in which high, clear expectations and positive relationships are fostered; active learning is promoted Teacher Characteristics: A. creates learning environments where students are active participants as individuals and as members of collaborative groups B. motivates students and nurtures their desire to learn in a safe, healthy and supportive environment which develops compassion and mutual respect C. cultivates cross cultural understandings and the value of diversity D. encourages students to accept responsibility for their own learning and accommodates the diverse learning needs of all students E. displays effective and efficient classroom management that includes classroom routines that promote comfort, order and appropriate student behaviors F. provides students equitable access to technology, space, tools and time F. A. C. D.
7 Strategies to Help You Survive Your Largest Class - The Art of Ed Large classes pose special challenges in the art room. When you see a class list that includes 30, 35, or even 40 kids, your mind starts racing. Do I have enough scissors? How will forty kindergartners ever wash their hands in a timely manner? I’m here to tell you, I’ve been there–sometimes with 42 kindergartners at once. 1. Instead of having everyone use the same materials at the same time, break students into two groups. 2. Create small groups of 2-4 students and let them create collaboratively when possible. 3. In large classes, aides are indispensable. 4. Assigning students specific jobs makes transitions easier in large groups. 5. It is hard to make personal connections when you have hundreds of students. 6. Individual student folders can then be kept in large class portfolios. 7. One out of order student can quickly start a riot in a large group. The next time you find you’ve been handed a class that is larger than you think you can handle, think again!
27 Classroom Management Strategies To Keep Things Fresh 27 Classroom Management Strategies To Keep Things Fresh Classroom management is as much about instructional design and relationships as it is rules and discipline. Though there are certainly exceptional situations, in general the more you’re having to hold them under your thumb, the more likely it is adjustments are necessary elsewhere. We recently shared on of Mia Macmeekin’s graphics–one thematically similar–when we published the visual “27 Ways To Respond When Students Don’t.” A nice follow-up to that collection are the following strategies that you can add to your teacher tool-belt. Oh–and check out our two favorite sets of classroom rules while you’re at it. 27 Classroom Management Strategies To Keep Things Fresh
How to Use Choice Boards to Differentiate Learning - The Art of Ed Magazine / How to Use Choice Boards to Differentiate Learning A choice board is a graphic organizer that allows students to choose how they will learn a concept. The choice board below has nine squares. The activities on the choice board below have a similar level of difficulty. This art history choice board was created for students to use if they finish an art project before the class is ready to start the next project. Each choice board should revolve around a single concept or learning expectation that you want them to focus on. The choice board is attached to a bulletin board in the back of the classroom. Have you ever used a choice board in your art classroom? If you created a choice board for your classroom, what concept or topic would you choose?
Classroom Management Strategies for Teachers (K-12) - TeacherVision Get instant ideas on how to manage your toughest behavior challenges. These strategies will help you improve behavior management in your classroom. Get instant ideas from other teachers on how to manage your toughest behavior challenges. Just click on a behavior issue below. How can a teacher prevent irritating classroom behaviors? 1. 2. 3. 4. 5. 6. 7. Return to Top What can be done to help students improve their interaction with authority figures? 1. 2. 3. 4. 5. 6. 7. 8. 9. How can the teacher deal with a child who becomes argumentative upon confrontation? 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. What steps can be followed to resolve a child's constant mis behavior? 1. 2. 3. 4. 5. 6. 7. What can be done for a student who is constantly disrupting the class in order to gain the teacher's attention? 1. 2. 3. 4. 5. 6. 7. 8. CALLING OUT IN CLASS - RESPONSE #l What do you do with a student who calls out answers or comments during class? 1. 2. 3. 4. 5. 6. 7. 8. 1. 2. 3. 4. 5. 6. 1. 2. 3. 4. 5. 6. 1. 2. 3.
Writing an SLO (Student Learning Objective) for Art SLO. SGM. SGO. Whatever your state calls them, they can be more than overwhelming. I am from the state of Ohio, so my SLO aligns with our state fine arts standards. Now that the disclaimer is out of the way, let's dive in. Baseline and Trend DataNotes: Your district will put forth guideline for completing your pre-assessments. For example: Pre-Assessment data: Pre-Test Results (Score Ranges) # of students & contextual factors 20 – 30% 6 (2 IEP, 1 504, 2 ADHD) Example:Student Learning Objective (SLO) Template This template should be completed while referring to the SLO Template Checklist at the beginning of each section. Teacher Name: Denise Pannell Content Area and Course(s): Art Grade Level(s): 1 Academic Year: 2014-15 Please use the guidance provided in addition to this template to develop components of the student learning objective and populate each component in the space below. Student Population Notes: Use this section to describe your student population. Example: Assessment(s) Denise
Core Teaching Strategies Here is a list of 9 teaching strategies and a description of each. I have spent awhile researching this topic myself while filling out job apps so I thought I'd pass on the information. Most of the definitions I copied from websites, all of which are listed at the bottom. 1. 2. “CSI is a tool intended to help students develop the necessary skills to be self-regulated learners.” "any effort on the part of the teacher or the instructional materials to help students process information in meaningful ways and become independent learners." “Cognitive Strategy Instruction (CSI) is an instructional approach which emphasizes the development of thinking skills and processes as a means to enhance learning. 3. 4. “In this approach, students share knowledge with other students through a variety of structures. 5. 6. 7. 8. 9.
19 Big and Small Classroom Management Strategies The year I started teaching seventh- to twelfth-grade English in Minneapolis, Prince launched his song about urban ruin, "Sign o' the Times." That song was an apt musical backdrop for the lives of my students, most of whom lived in poverty and challenged me daily. That year also afforded me the opportunity to be assaulted with a stone, two chairs, a Rambo knife, a seventh-grade girl's weak jab, and dozens of creative swear words. Fortunately, classroom order improved when I learned that successful classroom management depends on conscientiously executing a few big strategies and a lot of little ones. Big Strategies: Fundamental Principles of Classroom Management 1. A hypnotist's first induction technique often involves directing subjects to focus on something they're already doing. Teachers, like hypnotists, can string along a series of requests by asking students to do something most are already doing, then waiting for 100-percent compliance, and finally issuing another directive, etc.
Teaching Strategies | College of Education and Human Sciences | University of Nebraska–Lincoln Implementing Cognitive Strategy Instruction & Developing Self-Regulated Learners Cognitive Strategy Instruction is a very broad subject but here you will find an overview of the process and practical tips. For more in depth study references are provided. CSI is a tool intended to help students develop the necessary skills to be self-regulated learners. Our purpose is to introduce and explain the Self-Regulated Strategy Development (SRSD) model of implementation, as well as provide the foundational basis for its effectiveness. The steps (how you do it).The purpose behind each step (why you do it). We should stress that the instructional process is what determines the effectiveness of strategy instruction. Definition of a Strategy When discussing strategies it is helpful to dissect the definition. Goals directed and consciously controllable process that facilitate performance. The key parts are: Goals directed - intended to perform a definite function. CSI Research Based Model of Implementation
Balance: Choice-Based Learning and the National Arts Standards After posting about my 'Careers in Art' series recently (click here). I received the following comment below from Kellie Determan. It sounds like Kellie is exactly in the same place I found myself about two years ago. Here is the deal... it's all TAB... check out the bold comment from the TAB website. I don't consider myself to be TAB. So back to Kellie's question, how do I explain what I'm doing to others who come into my classroom and see the 'fun' happening? There is a structure to my class. I have an 'I Can Statement' posted on the board... but instead of calling it a "I Can..." My goals given to the students are developed from the National Standards. This whole series highlights the 'Create' standards above... Again, present is not covered as much in this one lesson. Connecting is the main reason I'm covering 'Careers in Art' with my 3rd grade. As art teachers we tell our students that Art is all around us. Is this the 'right' way to reach the standard of Connecting?