Comment changer l'évaluation ? Les politiques doivent-ils avoir leur mot à dire dans les procédés pédagogiques comme l'évaluation ? A coup sur, la tentative, après 2005, d'imposer l'évaluation par compétences au collège grâce au livret personnel de compétences (LPC) n'a pas laissé un bon souvenir. Ce pensum administratif a détourné les enseignants d'une approche par compétences. Elle a conduit à des pratiques de validation très éloignées des objectifs affichés. Cette tentation d'imposer une nouvelle évaluation bureaucratiquement est-elle écartée par la nouvelle évaluation ? L'évaluation est une activité identitaire La correction de copies est l'activité qui identifie le mieux le métier d'enseignant. Quelles sont les pratiques d'évaluation des enseignants ? Mais quelles méthodes d'évaluation sont-elles utilisées aujourd'hui par les enseignants ? Les ambitions de 2014 La circulaire de rentrée 2014 était allée très loin dans les préconisation sur l'évaluation. Le livret numérique de tous les français François Jarraud
Two Case Studies: How Connected Educators Can Transform Schools Figuring out which new teaching practices or pieces of technology might work in a classroom can feel like a full-time job. Lots of educators spend their free time researching new ideas and connecting with other educators, but there are plenty more that find the process confusing and overwhelming. How much easier would it be to have a dedicated staff person whose job is to bring new ideas into the district, support teachers and smooth the way with administrators? That’s what Kris Hupp does for Cornell School District, a tiny district in Pittsburgh, Pennsylvania. Hupp’s official title is 21st Century Teaching and Learning Coach, a job that started out as part of a state grant and has been incorporated into the regular budget. “My district made the investment in my position because they were seeing instructional shifts and a lot of that is this mentality that we’re in it together,” Hupp said. Hupp also runs a Professional Learning Community (PLC) of both teachers and administrators.
Giving Student Feedback: 20 Tips To Do It Right Classroom Seating Arrangement Good morning! :) One of the most important things to me is how you arrange your classroom. I always think about a few things when considering how to arrange my classroom... -Can my students all see the SMARTboard from their desks without having to turn around? -Can my students access all of our classroom materials without having to move something? Sometimes I have to arrange the room, and then tweak it a little to make sure all of the above questions are answered YES. I've had my desks arranged in many different ways during the years. When I taught specials classes and had mostly small groups of kids at one time (between 6-10 kids most of the day), I had my classroom set up with my meeting table in the middle. If you want to see some examples of my classroom seating arrangement, you can see one of my previous posts about how to set up your classroom. I love several of these arrangements... especially the one in the middle on the right. That's all she wrote,
Évaluer autrement, restituer plus globalement Qui n'a pas rêvé d'une évaluation constructive, permettant aux élèves de restituer la totalité des connaissances et compétences travaillées? Qui n'a pas rêvé d'une évaluation globale et structurante permettant à l'élève de s'assurer de sa compréhension et de prendre automatiquement conscience des zones d'ombre demeurant à la fin d'un cours? Qui n'a pas rêvé d'une évaluation qui ne stigmatiserait pas mais au contraire permettrait de sortir grandi et confiant? L'introduction des tablettes dans les classes a déjà permis d'ouvrir le champ des possibles et surtout de pousser les limites usuelles des apprentissages en apportant sens, complexité et inédits[1] dans le quotidien des classes. L'évaluation ô combien décriée, stigmatisée et remise en question dans les systèmes éducatif français et internationaux, pourrait peut-être tirer parti de ce complexe inédit apporté par les tablettes. Comment? Vers une évaluation plus exigeante. Vers une évaluation plus équitable. Conclusion [2] Tony Buzan, 1971.
Teaching Empathy Through Digital Game Play Digital Tools Quandary The playful approach to learning a new concept that kids usually take when playing a video game can be just the right jumping-off point for diving deeply into a topic. Games can’t do all the teaching, but can engage kids to start thinking. At least that’s how MIT’s Education Arcade and the Learning Games Network are approaching their new free game Quandary. Quandary approaches the broad topic of ethics by helping students understand how to take a different perspective and learn how to empathize. “We see games as an organized space for playful exploration and through the process people encounter and form new ideas and concepts, they begin to construct knowledge.” The game currently has three episodes that follow a similar pattern. “Every time I play a fact, the value of each drops down, so I can only play them a limited number of times,” explained Peter Stidwill, executive producer of the Learning Games Network in an BrainPOP Educators webinar. Related
Teacher Recommended: 50 Favorite Classroom Apps Educators and students are quickly becoming more comfortable with classroom technology, allowing them to shift from thinking about the technical side of integrating a new tool to focusing on how it improves learning. While the sheer number of education apps is still overwhelming, increasingly teachers have found what works for them and are sticking to them. “The conversations I had were radically different than they were a year ago,” said Michelle Luhtala, the librarian for New Canaan High School and host of an Emerging Tech webinar on edWeb. She tapped her professional learning network of educators, teaching all grades and located all over the country, to share their favorite tech tools. “A year ago people felt like it was this new thing that was so overwhelming,” Luhtala said, “and now it really seems much more comfortable.” Educators have become proficient with their favorite classroom apps and are getting more creative with using them to achieve teaching goals. Epic!
Teachers Transform Lockers into Book Spines 2315 41ShareNew School might be out for summer, but teachers at Biloxi Junior High School in Mississippi are already preparing for the fall. A group of teachers and volunteers are turning the 8th grade English hallway into an “Avenue of Literature” by painting the 189 unused lockers—which had been sealed shut for security reasons for more than 15 years—to look like the spines of popular books. The teachers are hoping that by surrounding their students with books of all genres—including classics like Gulliver's Travels and Moby Dick, and newer titles, like Miss Peregrine's Home for Peculiar Children and The Hunger Games—they’ll inspire them to explore and love literature—no matter which book they choose. Elizabeth Williams, one of the teachers working on the project, told WLOX, "We want students to come back to school in August and walk on the hallway and be absolutely amazed with what we've done and be curious. [h/t WLOX]
6 propositions pour évaluer autrement Je remonte cet article un peu vieux parce que j'ai tout mis en place et tout "validé". Quand on ronchonne parfois sur la qualité de nos animations pédagogiques, celle-là était vraiment top... Jeudi dernier, j'ai assisté à une animation pédagogique sur le thème de l'évaluation sommative (du CP au CM2, voire au-delà), assurée par mon IEN. C'était dense, mais extra. Je suis ressortie avec la tête bouillonnante et il m'a fallu quelques jours pour extraire les 6 idées principales que je retiendrai et qui - j'y crois - vont faire changer ma manière de faire classe. En mieux. [Remarques : 1. 2. 1. "Les programmes sont chargés. L'IEN nous encourage à les répertorier, en équipe, niveau par niveau. Aux maitres ensuite de mettre en place dans leur classe les dispositifs de dépistage des difficultés, et de travail différencié, pour tout faire pour que ces quelques compétences de base soient travaillées en priorité, entrainées... et validées en fin d'année. Cette année j'ai des CM2. 2. 3. 4. 5. 6.