Resume de texte… automatique Bon passé un certain âge cela ne sert plus à grand chose mais bon, je trouve cet outil fort pratique mais surtout les résultats sont trés bons je trouve. Automatic Text Summarizer est comme indiqué dans les titre de ce billet, un outil permettant d’effectuer des résumés automatiques. L’opération est trés simple, vous coller le texte à résumer et vous cliquez sur summarize pour faire apparaître le résultat. Vous indiquez même le nombre de lignes souhaitées pour votre résumé… Dans mes souvenirs d’écolier, je me rappelle combien cela me prenait trop pour faire un résumé. Extrait du tome 5 d’Harry Potter: Résultat: Extrait du dernier Roman de Ken Follet: Et vous comment vous trouvez le résultat? Le site mentionné n’est plus disponible, j’ai donc cherché et trouvé un autre outil qui peut vous rendre service (je ne l’ai pas testé) :
What Does The Desk Say? — One Of The Stranger ELL Lessons I’m Going To Try I’ve just heard about a Conservation International series of short videos featuring famous actors giving voice to elements of the environment — Mother Nature, Soil, Redwood Trees, Water, etc. You can see the entire playlist here, and it’s very impressive line-up. I’ve embedded two of them below — Edward Norton as The Soil and Julie Roberts as Mother Nature (you can read part of their scripts here). They’re neat videos, and they got me thinking — one of the reasons ESL teachers like me have students use puppets (see The Best Resources For Using Puppets In Class) is because it makes students more willing to speak in English because it’s the “puppet” speaking not “them.” Why not, I got to thinking, try having students pick an inanimate object and have them try to articulate what it would say if it could talk? I don’t know — it may be too “out there” but, hey, any short activity that encourages students to develop new vocabulary, speak, and have a little fun can’t hurt, can it?
Rewordify.com | Understand what you read Digital Differentiation Technology is a tool that can be used to help teachers facilitate learning experiences that address the diverse learning needs of all students and help them develop 21st Century Skills. At it's most basic level, digital tools can be used to help students find, understand and use information. When combined with student-driven learning experiences fueled by Essential Questions offering flexible learning paths, it can be the ticket to success. Note: The interactive graphics you see below have been updated. The goal is to design student-driven learning experiences that are fueled by standards-based Essential Questions and facilitated by digital tools to provide students with flexible learning paths. Essential Questions: Student-driven learning experiences should be driven by standards-based Essential Questions. Flexible Learning Paths:Use digital tools to provide students with flexible learning paths to meet their unique learning styles. Teacher Facilitated Learning Experiences:
LISTE DES EMOTIONS LISTE DES EMOTIONS / RESSENTIS vécus comme bénéfiques "Nous sommes ici pour apprendre a vivre joyeusement au milieu des chagrins du monde." J. Campbell Photo prise en France, département des Pyrénées Atlantiques, à Anglet, au Pays Basque par I.N. Cf. Découvrir des types de ressentis lors de la survenance d'une situation conflictuelle En chacun de nous, l'enfant qui nous avons été et que nous resterons toujours : écoutons ses cris, ses appels (cf. Maslow Hiérarchie des besoins humains suivant la Pyramide de Maslow (psychologue humaniste américain Abraham Maslow - 1908-1970) (cf. Ne pas confondre les attentes et les besoins : Les attentes ne sont pas des demandes explicites, elles sont à un niveau latent, implicite, mal perçues même par la personne qui les formule. Il est important d’être attentif à ce qui est non déclaré pour répondre aux attentes concrétisées un sentiment de frustration, un déséquilibre engendrant comportements et actions. (et non pas menaçant, anarchique, insécurisé) ; N.B. 1.
Pass It On TV Commercials - Inspirational Stories - Good Character Never Too Late Live Life Embedded Reading | Simplify, Scaffold, Succeed!! Learn What You Want, Teach What You Love The idea for MentorMob sprouts from the backgrounds of Kris Chinosorn and Vince Leung. Both avid learners, they found early on that the Internet was not quite the incredible tool for learning new skills and hobbies that everyone thinks it is. Even with millions of free lessons online, the content is almost impossible to navigate. "You don’t really know where to start, what to learn next or who you can trust, which is why in a sea of free content, people are still paying for online lessons." - Vince Leung, CTO Both Kris and Vince knew there had to be a better, more efficient way to learn for free online and that is when MentorMob was born. Since MentorMob’s inception, the company has seen many changes, and pivoted from it’s original website (now residing as LessonPaths.com) to create a community focused social learning platform that features one in-depth learning experience that works.
Roue des émotions de Plutchik - Traduction française La roue des émotions inventée par Robert Plutchik définit un modèle des émotions humaines et de leur relations et combinaisons. Il est composé de 8 émotions de base, opposées deux à deux, et de multiple nuances. Le modèle abouti à un circumplex où les émotions et variations sont représentées par des couleurs et des teintes différentes. Une traduction partielle du circumflex a été fournie par le laboratoire I3S dans l'image du cône à droite plus bas. Les nuances des émotions Traduction par I3S de Sophia-Antipolis complétée par Scriptol.fr. Extase (extasy) - joie (joy) - sérénité (serenity) . Traduction française, liste alphabétique Acceptance = résignation. Les opposés des 8 émotions de base Joie - tristesse. Les relations entres les émotions et leurs nuances D'autres réactions émotionnelles sont absentes de ce modèle: la pitié, le mépris, la honte, la jalousie, le désir, l'amertume, l'humiliation, la méfiance, l'embarras, la gratitude... Plus d'informations
A Good & Simple Collaborative Storytelling Lesson As regular readers know, I’ve been thinking more about collaborative storytelling and how to use it more effectively in my Intermediate English class. Last week, in fact, I published The Best Sites For Collaborative Storytelling. I also recently ordered a game I read about called Story Cubes that I thought might be useful, but once I received it concluded it wasn’t very helpful in a class with English Language Learners. However, all those ideas got my brain going, and I came up with what turned-out to be an excellent lesson in my Intermediate English class yesterday. First, I had the class divide into groups of three. Next, I put a piece of paper under the document camera and projected it on the screen. “1) Who?” That meant that the number ones in each group had to write one sentence describing who was going to be in the story. Then, I wrote: “2) Where?” All the number twos had to take the paper and write where the story was taking place. 3) When?
Resources for Teachers Step 1: Choose a Skill Each lesson can be used multiple times with the same students. Choose different reading material each time. | Grades 3-10 | RIT 171-230 | Literature, Informational Text:Cause and Effect Match events to their outcomes. | Grades 3-12 | RIT 171-230+ | Informational Text:Fact, Opinion, Drawing Conclusions Students identify facts and write a fact-based summary of an article that includes or evokes strong opinions. | Grades 2-10 | RIT 171-220 | Informational Text: Main Ideas, Supporting Details Identify the most important ideas in a piece of text and the details that point to those ideas. | Grades 3, 6-8 | RIT <171-220 | Literature/Informational: Sequence Events Students identify and defend the beginning, middle and end events in a story or article. Literature: Sequence Events Students line up strips of paper with events from a story. Step 2: Choose an Article Each article is available at three reading levels: Featured Articles: Articles: More articles coming throughout the year!
Next Generation Learning | NxGL | NH Department of Education Since last summer, the Department has been working with the Council of Chief State School Officers, the Stupski Foundation, and the Nellie Mae Education Foundation on advancing innovative approaches to K-12 learning known as “Next Generation Learning,” or NxGL. The critical attributes of Next Generation Learning are characterized as: NH is one of seven states brought together to advance this set of design principles. Over the last several years there have been a number of developments that have placed in sharp focus the need to more closely examine how we all are planning for the future of public education. On Monday, May 23, 2011, a group of district/school administrators, educational technology leaders and nationally recognized speakers in the field of education met to discuss advancing innovative approaches to K-12 learning known as “Next Generation Learning,” or NxGL. On July 14, 2011, representatives from seven school districts met with Dr. Powerpoint Resources
Émotion L'histoire des émotions se base sur les recherches de plusieurs chercheurs en commençant par Charles Darwin qui va rédiger en 1872 l'un des premiers postulats qui va influencer les recherches sur les émotions. Il sera suivi depuis les années 1960 de plusieurs chercheurs comme Paul Ekman, Carroll Izard, Alan Fridlund et Sylvan Tompkins qui vont essayer de démontrer l'universalité de certaines émotions fondamentales pour l'être humain. À la suite de la perspective Darwinienne, il s'est ensuivi la perspective Jamesienne dans les années 1920, la perspective cognitive dans les années 1960 puis la perspective socio-constructiviste qui quant à elle est radicalement opposée à la perspective Darwinienne et Jamesienne[3],[4]. Au XXe siècle l'histoire des émotions a connu un tournant décisif et n'a fait que croître grâce aux études de Lucien Febvre qui sera l'un de ses précurseurs en France. Les émotions ont été classées selon deux catégories : simple ou complexe. En français : En anglais :