Your SlideShare is downloading. ×
  • Like
  • Save
#DRii - 4 (ou 5!) éléments pour mieux apprendre dans la salle de classe.
Upcoming SlideShare
Loading in...5
×

Thanks for flagging this SlideShare!

Oops! An error has occurred.

×

Now you can save presentations on your phone or tablet

Available for both IPhone and Android

Text the download link to your phone

Standard text messaging rates apply

#DRii - 4 (ou 5!) éléments pour mieux apprendre dans la salle de classe.

  • 2,136 views
Published

 

Published in Education
  • Full Name Full Name Comment goes here.
    Are you sure you want to
    Your message goes here
    Be the first to comment
No Downloads

Views

Total Views
2,136
On SlideShare
0
From Embeds
0
Number of Embeds
3

Actions

Shares
Downloads
4
Comments
0
Likes
1

Embeds 0

No embeds

Report content

Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

Cancel
    No notes for slide

Transcript

  • 1. Edimbourg | Londres | Melbourne Ewan McIntosh @ewanmcintosh facebook.com/NoToshLearning 4 éléments Image: https://www.flickr.com/photos/x-ray_delta_one/3914666764 pour que les profs puissent mieux bricoler eux-mêmes l’amélioration de l’apprentissage
  • 2. Dylan Wiliam
  • 3. Clarification et partage des objectifs d’apprentissage, et les critères de succès 1
  • 4. Créer les conditions et les règles du jeu pour des discussions efficaces et des activités qui produisent de
 la preuve qu’on a appris. 2
  • 5. Donner des évaluations qui poussent l’apprentissage en avance (“feed forward”) 3
  • 6. Activer les étudiants comme ressources les uns pour les autres. 4
  • 7. et…
  • 8. 5Activer les étudiants comme dirigeants de leur propre apprentissage.
  • 9. Clarification et partage des objectifs d’apprentissage, et les critères de succès 1
  • 10. Titre: provocateur? génératif ou fermé? Questions éssentiels qui servent comme GPS d’apprentissage Compréhensions clés Preuves d’apprentissages? Gérées par le profs, pour les profs; trop tard pour améliorer la compréhension.
  • 11. immersionsujet génératif planning immersionexecution
  • 12. immersionexecution
  • 13. synthèse & scrutiny “Comment pourrait-on…”
  • 14. Créer les conditions et les règles du jeu pour des discussions efficaces et des activités qui produisent de
 la preuve qu’on a appris. 2
  • 15. Ça donne aux élèves la confiance pour parler de leurs émotions et comment ils apprennent. Ils arrivent à ‘parler à l’arbre’, ce qui leur donne une direction pour verbaliser ce qui, pour eux, est important. Paul Borchers Invermay Primary School, Victoria, Australie
  • 16. Donner des évaluations qui poussent l’apprentissage en avance (“feed forward”) 3
  • 17. Activer les étudiants comme ressources les uns pour les autres. 4 5Activer les étudiants comme dirigeants de leur propre apprentissage.
  • 18. Châteaux d’Edinburgh & Stirling, Écosse
  • 19. Remembering  - What happened after...?  - Where is...?  - Can you list...?  - Why did...?  - Who was it that...?  - How did...? Understanding  - What would be an example of...?  - What is meant by...?  - Can you explain in your own words...?  - What is the main idea of...?  - Please explain why...  - What ideas or facts show...? Evaluating  - What is the most important...?  - What are the strengths and weaknesses of...?  - Do you agree or disagree with...? Why?  - If you could change one thing about this what would it be...?  - What do you think about...?  - How would you select...? Analysing  - Why would someone else think that...[this happened like that]?  - How does x compare with y ...?  - What are some of the problems with...?  - What is the relationship between x and y...?  - What would you say to a person who said...?  - What caused...? Applying  - Where else would you see...?  - How would you use...?  - Can you give a set of instructions about...?  - What would you do if...?  - What questions would you ask...?  - How would you solve...? Creating  - How many ways can you...?  - How would you adapt [this idea] to create a different one?  - How would you find out...?  - Can you propose an alternative...?  - Can you see a possible solution to...?  - How would you improve...? !
  • 20. Remembering  - What happened after...?  - Where is...?  - Can you list...?  - Why did...?  - Who was it that...?  - How did...? Understanding  - What would be an example of...?  - What is meant by...?  - Can you explain in your own words...?  - What is the main idea of...?  - Please explain why...  - What ideas or facts show...? Evaluating  - What is the most important...?  - What are the strengths and weaknesses of...?  - Do you agree or disagree with...? Why?  - If you could change one thing about this what would it be...?  - What do you think about...?  - How would you select...? Analysing  - Why would someone else think that...[this happened like that]?  - How does x compare with y ...?  - What are some of the problems with...?  - What is the relationship between x and y...?  - What would you say to a person who said...?  - What caused...? Applying  - Where else would you see...?  - How would you use...?  - Can you give a set of instructions about...?  - What would you do if...?  - What questions would you ask...? would you solve...? !
  • 21. You’re not on the list, you’re not coming in
  • 22. You’re not on the list, you’re not coming in Seven Days To Save The Mill
  • 23. You’re not on the list, you’re not coming in Seven Days To Save The Mill Playtime is cancelled
  • 24. Où étais-je? Où suis-je? Je vais où?
  • 25. Rétroévaluation Où suis-je? Je vais où?
  • 26. Rétroévaluation Carnet de bord Je vais où?
  • 27. Rétroévaluation Carnet de bord “Provaluation"
  • 28. Feedback Carnet de bord Feedforward
  • 29. Hattie’s effect sizes, graphic from http://www.inaperfectschool.com
  • 30. Rétroévaluation Carnet de bord “Provaluation"
  • 31. Ewan McIntosh | notosh.com | @ewanmcintosh Facebook.com/NoToshLearning