"Tintin au Congo" ou la mission civilisatrice de la colonisation Hergé dessine et écrit "Tintin au Congo" en 1930 et 1931. Il s'agit du second album des aventures du reporter. L'idée en revient à l'abbé Norbert Wallez, directeur du quotidien Le vingtième siècle où Hergé (alias Georges Remi) est embauché en 1925. Couverture de l'album (version 1946). La colonisation du Congo fut tout à fait particulière, une des plus sauvages et des plus singulières du continent. Ce dernier entend bien exploiter au mieux les richesses de son nouveau bien, notamment l'ivoire, puis le caoutchouc. Cette exploitation forcenée de la colonie est enfin dénoncée par des enquêtes courageuses menées par des Britanniques. Voilà pour le cadre territorial et historique dans lequel se déroule Tintin au Congo. Couverture de Tintin au Congo dans l'édition des presses du Vingtième siècle. Hergé déclarera ainsi à propos de l'album : « Pour le Congo tout comme pour Tintin au pays des Soviets, il se fait que j’étais nourri des préjugés du milieu dans lequel je vivais… C’était en 1930. P.
Natural Born Learners : A tribute to Roland Meighan: Contributor to the Natural Born Learners reader. It is with great sadness that we learned about the passing of Personalized Education Now, founder and autonomy in education advocate, Dr. Roland Meighan. I had the honour of interviewing this inspiring gentleman and was thrilled that he consented to be included in the reader Natural Born Learners: Unschooling and Autonomy in Education. For many years, I was a double-agent in education. Democracy and Learning Systems One has to say quite a few things about democracy, because it is much more complicated than meets the eye. Then, in democratic education, you operate some form of power sharing rather than having things imposed on learners from above. This extends to parenting. I am a great fan of John Holt, and met him over here in England and we became good friends. Recycling Schools The Centre for Personalised Learning had an inspiring weekend on the whole theme of recycling our schools. There is currently a program here in Britain called Notschoolnet. References Fortune-Wood, J. (2002).
About.com Web Humor English Grammar Games and Notes - Woodward English Anglais Bienvenue sur la chaîne pédagogique dédiée à l’anglais ! Cette chaîne met en avant les derniers articles de différents profs-blogueurs en anglais que nous avons sélectionnés parmi tous les blogueurs de notre communauté pédagogique. Si vous souhaitez que votre blog ou site pédagogique soit mis en avant sur cette chaîne, contactez-nous ! Écrivez à contact@lewebpedagogique.com et présentez-nous votre blog !Vous pouvez également consulter notre annuaire pédagogique pour découvrir tous les blogs de prof par discipline et niveau.Et si vous avez envie de créer votre propre blog d’anglais, on vous aide !
Social Interaction Design Primer II: 2. Action Systems We need an action system for our content/information system. Action systems traditionally belong to interaction designers, and they tend to describe actions that are constrained and enabled by the user interface, as well as back-end architecture, features, and functionality. Action systems conventionally hew pretty closely to visual design languages, and there are many standard and conventional systems (including pattern languages) around for user behavior around UI elements, such as pulldowns, lists, multiple selection windows, form pages, wizards, and so on. Action systems describe the user interaction with what is on the screen, and with what the user’s (inter)action does: search > results; submit > preview; mouse over > popup, and so on. The screen can only display so much, so once a user begins to interact, her actions result in new content, windows, screens and so on. Attention: this article is part of a series. Online social actions together form social activities.
Zits | By Jerry Scott and Jim Borgman www.svjlesite.fr Attribution Theory Attribution theory provides an important method for examining and understanding motivation in academic settings. It examines individuals' beliefs about why certain events occur and correlates those beliefs to subsequent motivation. The basic premise of this theory is that people want to understand their environments and, therefore, strive to understand why certain events happen. In the classroom, the understanding students have about the causes of past events influences their ability to control what happens to them in the future. For example, if students fail a test, they will probably attribute that failure to a specific cause, such as (1) lack of ability, (2) lack of effort, or (3) poor instruction. The selected attribution will affect their subsequent motivation to engage in similar learning activities. The study of attribution was initially associated with Fritz Heider (1896–1988) (1958). Attribution diagram based on the work of Bernard Weiner. Covington, M. Graham, S. (1994).
Visible Thinking Purpose and Goals Visible Thinking is a flexible and systematic research-based approach to integrating the development of students' thinking with content learning across subject matters. An extensive and adaptable collection of practices, Visible Thinking has a double goal: on the one hand, to cultivate students' thinking skills and dispositions, and, on the other, to deepen content learning. By thinking dispositions, we mean curiosity, concern for truth and understanding, a creative mindset, not just being skilled but also alert to thinking and learning opportunities and eager to take them Who is it for? Visible Thinking is for teachers, school leaders and administrators in K - 12 schools who want to encourage the development of a culture of thinking in their classrooms and schools. Key Features and Practices At the core of Visible Thinking are practices that help make thinking visible: Thinking Routines loosely guide learners' thought processes and encourage active processing. License
Literacy Collaborative at The Ohio State University: Acquiring Second-Languages through Constructivist and Communicative Approaches in Literacy Collaborative Schools By: Shelly Schaub, K-2 Literacy Collaborative Trainer English Language Learner (ELL) populations are growing at fast rate in most school districts across the United States. Projections suggest that “language minority students (those who speak a language other than English at home and who have varying levels of proficiency in English) will comprise over 40 percent of elementary and secondary students by 2030 (Thomas & Collier, 2001). Many questions are being asked about how to meet the needs of ELL students in classroom literacy blocks. The purpose of this article is to link the constructivist approach of the Literacy Collaborative framework for literacy instruction to the communicative/constructivist approaches to second-language acquisition. Literacy Collaborative is a school-reform literacy project that supports teachers in raising their expertise through on-going professional development. Connecting Theory to Practice: Whole Group Meeting Space: Small Group Work Spaces: Conclusions:
Education Department Pledges to Prioritize Needs of Language-Learners - Learning the Language The U.S. Department of Education says it is developing a strategy to elevate the national focus on English-language learners, the nation's fastest-growing student population. The plan, which touches on topics ranging from parent engagement to teacher preparation, is a "framing guideline for how we want to think about English-learners across different levels of the organization," said Libia Gil, the head of the U.S. Department of Education's Office of English Language Acquisition, or OELA. Gil unveiled a draft of the plan Wednesday while addressing the National Association of Latino Elected and Appointed Officials Educational Fund's school governance conference in Washington. "The target here is to shift our language in how we describe English-learners from a deficit approach to one that is asset-based ... to really look at English-learners as a national asset and investment in contrast to thinking of English-learners as a problem or challenge coming to our school districts," Gil said.
Culture - Where do witches come from? Ask any Western child to draw a witch, and the chances are that he or she will come up with something familiar: most likely a hook-nosed hag wearing a pointy hat, riding a broomstick or stirring a cauldron. But where did this image come from? The answer is more arresting and complex than you might think, as I discovered last week when I visited Witches and Wicked Bodies, a new exhibition at the British Museum in London that explores the iconography of witchcraft. Witches have a long and elaborate history. Their forerunners appear in the Bible, in the story of King Saul consulting the so-called Witch of Endor. Circe, the enchantress from Greek mythology, was a sort of witch, able to transform her enemies into swine. Yet it wasn’t until the early Renaissance that our modern perception of the witch was truly formed. Double trouble In a pair of hugely influential engravings, Dürer determined what would become the dual stereotype of a witch’s appearance. Broom with a view