Table ronde meyer-bourque2016
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Titre: Table ronde : un état des « nouveaux lieux ». Zone enjeux : table ronde sur les nouveaux espaces d’apprentissage
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The document summarizes a meeting about relationships, pedagogy, and practice in inclusive classrooms. It discusses how teachers can plan differentiated learning to meet diverse student needs, manage behavioral issues stemming from student alienation, and facilitate a culture of respect for all. Key elements of differentiated instruction like content, process, and products are identified based on diverse social and learning needs.
Rebekah M Theory
Constructivism is a student-centered learning theory where students actively construct knowledge based on personal experiences and prior learning. It is influenced by the educational psychologist John Dewey, who believed that education should be a social process and that schools should represent society. To apply constructivism, teachers use hands-on and collaborative activities, build on students' prior knowledge through scaffolding, and design lessons relevant to students' lives. The document also discusses creating a constructivist classroom with small groups, interactive lessons, technology, and a positive environment.
Collaborative
Collaborative learning involves students working together in small groups to solve problems or complete tasks. It emphasizes social interaction and discussion as part of the learning process. The key principles of collaborative learning are positive interdependence among group members, individual accountability, interpersonal skills like communication, and group processing. Benefits include developing higher-order thinking, improved communication skills, increased student engagement and satisfaction, and better retention of information.
Sunshine coast admin
This document discusses balanced literacy and collaborative teaching practices. It provides 6 elements of instruction that should be implemented for all students, which include ensuring every student reads texts they choose and understand, writes about personally meaningful topics, discusses reading and writing with peers, and listens to an adult read aloud. The document advocates for teachers to collaborate by sharing practices publicly and focusing on student learning outcomes. Effective collaboration requires an ongoing interactive process, capitalizing on different expertise to better meet diverse learner needs.
Differentiation Bckgrd Mini
A very short backgrounder on differentiation for a course on "Using Moodle to Differentiate Instruction" at http://tinyurl.com/k12moodle
MYP of IB
The document discusses the International Baccalaureate (IB) Middle Years Programme (MYP). It provides an overview of the MYP framework which focuses on global contexts for learning, approaches to teaching, areas of interaction and learner profile attributes. It emphasizes developing students as inquirers, knowledgeable, thinkers, communicators, principled, open-minded, caring, risk-takers, balanced, and reflective. Assessment in the MYP aims to support and encourage student learning through various strategies and tasks.
Inclusive Classroom, by Judy Buckingham (ACE DisAbility Network)
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Recommended
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The document summarizes a meeting about relationships, pedagogy, and practice in inclusive classrooms. It discusses how teachers can plan differentiated learning to meet diverse student needs, manage behavioral issues stemming from student alienation, and facilitate a culture of respect for all. Key elements of differentiated instruction like content, process, and products are identified based on diverse social and learning needs.
Rebekah M Theory
Constructivism is a student-centered learning theory where students actively construct knowledge based on personal experiences and prior learning. It is influenced by the educational psychologist John Dewey, who believed that education should be a social process and that schools should represent society. To apply constructivism, teachers use hands-on and collaborative activities, build on students' prior knowledge through scaffolding, and design lessons relevant to students' lives. The document also discusses creating a constructivist classroom with small groups, interactive lessons, technology, and a positive environment.
Collaborative
Collaborative learning involves students working together in small groups to solve problems or complete tasks. It emphasizes social interaction and discussion as part of the learning process. The key principles of collaborative learning are positive interdependence among group members, individual accountability, interpersonal skills like communication, and group processing. Benefits include developing higher-order thinking, improved communication skills, increased student engagement and satisfaction, and better retention of information.
Sunshine coast admin
This document discusses balanced literacy and collaborative teaching practices. It provides 6 elements of instruction that should be implemented for all students, which include ensuring every student reads texts they choose and understand, writes about personally meaningful topics, discusses reading and writing with peers, and listens to an adult read aloud. The document advocates for teachers to collaborate by sharing practices publicly and focusing on student learning outcomes. Effective collaboration requires an ongoing interactive process, capitalizing on different expertise to better meet diverse learner needs.
Differentiation Bckgrd Mini
A very short backgrounder on differentiation for a course on "Using Moodle to Differentiate Instruction" at http://tinyurl.com/k12moodle
MYP of IB
The document discusses the International Baccalaureate (IB) Middle Years Programme (MYP). It provides an overview of the MYP framework which focuses on global contexts for learning, approaches to teaching, areas of interaction and learner profile attributes. It emphasizes developing students as inquirers, knowledgeable, thinkers, communicators, principled, open-minded, caring, risk-takers, balanced, and reflective. Assessment in the MYP aims to support and encourage student learning through various strategies and tasks.
Inclusive Classroom, by Judy Buckingham (ACE DisAbility Network)
Judy Buckingham gave an informative presentation for the Adult Learning Australia (ALA) webinar series, September 2012.
The Freckle Guide to Differentiating Instruction
Freckle helps K-12 teachers differentiate instruction in Math, ELA, Social Studies, and Science. In this presentation, learn how teachers and administrators can use Freckle to reach every student at their own level.
An evolution of my education philosophy
E. Spencer Shives' educational philosophy focuses on student-centered learning where all students have individualized learning, lessons are interactive and engaging, and assessments are valid and reliable. Students are exposed to 21st century technologies to prepare them for careers and college. Classroom norms follow an instructional design model across learners, content, methods, technologies, and environment. Shives' philosophy is influenced by John Dewey's educational reform ideas, instructional design models, and Albert Bandura's social learning theory.
Blended learning khairurrahmi. method
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Universal Design In Education
The document discusses universal design, which aims to make products and environments usable by people of all abilities. It notes universal design should consider people with disabilities, different ethnicities, shapes and sizes, mindsets, and knowledge levels. When applying universal design, one should identify the target population, adopt accessibility standards, plan accommodations, provide training and support, and evaluate progress. The document also discusses applying universal design principles in education by shifting focus from average to all students, providing flexibility, choices, activities and presentation methods. Curriculums using universal design should focus on goals, materials, methods and assessments. Benefits include reducing labeling of students as disabled by making classrooms accessible to all.
Secondary English Teacher
This document outlines the responsibilities and qualifications of an English teacher. It lists duties like caring for students, grading papers, developing students intellectually and socially, planning lessons, maintaining discipline, and observing student performance. It also notes the teacher must have a bachelor's degree in English Education, state certification, and is working on a master's degree while having won Teacher of the Year in 2016. They teach in a high school classroom of 20-25 students and follow the motto of doing what needs to be done when it needs to be done.
Presentation
Differentiated instruction is an approach to teaching that aims to cater to the individual needs and learning styles of students. It involves modifying content, process, product, and the learning environment based on a student's readiness, interests, and learning profile. Both Heacox and Tomlinson & Imbeau discuss differentiating instruction through content, process, and product. The teacher's role is to facilitate learning by getting to know students and adjusting instruction accordingly, organizing flexible grouping arrangements, and allowing flexible use of time. Differentiation can be achieved through various instructional strategies such as learning centers, graphic organizers, small group instruction, and tiered assignments.
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Universal Design Learning
Universal Design Learning is a set of principles for curriculum development that provides all students equal opportunities to learn by offering flexible materials, goals, assessments, and methods to accommodate the wide variety of interests, skills, needs, and learning differences students bring to the classroom, such as differences in ethnicity, eyesight, and other factors. Since there is no average learner, Universal Design Learning aims to nourish a wider range of students through a more inclusive learning environment.
UDL Presentation
Universal Design for Learning (UDL) is an educational framework that aims to provide all students with equal opportunities to learn by providing flexible approaches. UDL is based on the concept of universal design, which aims to make products usable by everyone without need for adaptation. UDL guidelines involve providing multiple means of representation, action and expression, and engagement. This allows students to access, participate in, and make progress in their learning in ways that are best suited to their unique abilities. The goal is a curriculum that can be customized to meet the individual needs of all students.
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The document discusses using capstone projects to bridge student learning and civic engagement through service. It defines a capstone as a team or individual third- or fourth-year project that benefits a community partner by addressing an identified issue. Capstones provide integrative learning and allow students to apply knowledge. The document advocates for a "collaborative paradigm" where faculty, students, and community partners jointly determine content, learning methods, and outcomes. It then introduces student and alumni panelists from various schools who will discuss their experiences with capstone projects and civic engagement.
Ferran Ruiz. Some issues in e-learning, education and educational management
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The document discusses the importance of advocacy for English learners (ELs) and provides guidance for teachers to advocate effectively. It notes that EL populations are growing and that advocacy is needed to ensure equity, proper assessment, teacher credentialing, and the status of the TESOL field. Standards from several organizations emphasize advocacy and partnership building. Advocacy involves speaking up to support a cause and can take various forms from self to public advocacy. Effective advocacy requires knowledge, strategy, networking and education to create change through different spheres of influence. With a collaborative approach, advocacy can help shape policies and have a ripple effect in supporting ELs.
Co-Teaching Models
This document discusses five co-teaching models used in inclusion classrooms: parallel teaching where both teachers instruct groups simultaneously; team teaching where teachers take turns leading instruction; one teach/one drift where one teacher leads while the other assists students; station/center teaching where students rotate between stations led by each teacher; and alternative teaching where one teacher instructs a group while the other provides differentiated instruction to another group. The document provides brief descriptions and examples of each model.
Universal design
Universal Design is an approach to designing products and environments to be usable by all people without the need for adaptation or specialized design. It aims to make the learning environment accessible to a variety of learners to meet everyone's individual needs. Universal Design for Instruction seeks to maximize learning for all students through applying Universal Design principles to all aspects of instruction. This includes ensuring all students receive proper instruction and accommodation to succeed, regardless of physical or learning differences from an "average" student. An example of this in the classroom is a teacher allowing different students to read independently or in pairs to scaffold each other's learning based on their needs.
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Universal design
Universal Design for Learning (UDL) is an educational framework that aims to make instruction accessible to all students by incorporating flexible teaching methods, materials, and assessments. UDL benefits all students by addressing fixed curriculums that have historically marginalized some students. It encourages presenting information in multiple formats, allowing diverse forms of student expression, and incorporating varied means for student engagement. The goal is to make learning goals, instructional methods, materials, and assessments universally usable.
Relevance of collaborative learning in classrooms
Collaborative learning has several benefits in classroom settings. When students work together in groups, they can discuss new concepts, clarify misunderstandings, and learn from one another's strengths. Collaborative activities also help students develop important skills like critical thinking, communication, and social interaction. Effective collaborative learning involves students both teaching and learning from each other, with teachers taking on more of a facilitating role.
Participatory pedagogy
This document discusses participatory pedagogy, which involves creating learning environments where students can construct their own knowledge through active participation and collaboration. It defines participatory and pedagogy, then gives examples of how participatory pedagogy can allow student voice and choice in learning opportunities through collaborative activities like Philosophy for Children discussions. Effective participatory learning engages students as knowledge creators for wider audiences, using both formal and informal learning approaches. Schools should consider supporting intellectual quality, relevance, supportive environments, and recognition of student differences when implementing participatory pedagogy.
Presentation1
This document discusses collaborative learning and cooperative learning. It defines collaborative learning as situations where two or more people work together on a common task and build knowledge through active interaction. Cooperative learning is structured to organize classroom activities into academic and social learning experiences where students work in groups to achieve goals. Some benefits listed are that collaborative and cooperative learning allow students to learn from diverse perspectives, develop social skills, and receive more personalized feedback.
CONSTRUCTIVIST APPROACH TO LEARNING Method- 5E MODEL-PPT
The document discusses the constructivist approach to learning, specifically the 5E model. It provides background on constructivism, outlining key principles like knowledge being actively constructed by learners based on their experiences. The 5E model is then explained in detail, with each "E" standing for a phase of instruction: Engage, Explore, Explain, Elaborate, Evaluate. Examples of activities for each phase are given. The document also discusses benefits and criticisms of constructivism, noting it emphasizes collaborative, active learning but may disadvantage some students.
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Compare the social
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constructivist approaches.
Explain how teachers
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Discuss effective
decisions in structuring small-group work.
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This document discusses blended learning, which integrates online and in-person learning. It defines blended learning and outlines its key characteristics, strengths, and weaknesses. The document explains that blended learning can make learning more effective and engaging by individualizing instruction, accommodating different learning styles, and allowing for independent and collaborative work. However, it may require more resources and technology support. The teacher's role is to guide students and help develop their skills, while parents support the learning process. The goals of blended learning are to improve knowledge and increase student motivation to learn.
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The document discusses universal design, which aims to make products and environments usable by people of all abilities. It notes universal design should consider people with disabilities, different ethnicities, shapes and sizes, mindsets, and knowledge levels. When applying universal design, one should identify the target population, adopt accessibility standards, plan accommodations, provide training and support, and evaluate progress. The document also discusses applying universal design principles in education by shifting focus from average to all students, providing flexibility, choices, activities and presentation methods. Curriculums using universal design should focus on goals, materials, methods and assessments. Benefits include reducing labeling of students as disabled by making classrooms accessible to all.
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This document outlines the responsibilities and qualifications of an English teacher. It lists duties like caring for students, grading papers, developing students intellectually and socially, planning lessons, maintaining discipline, and observing student performance. It also notes the teacher must have a bachelor's degree in English Education, state certification, and is working on a master's degree while having won Teacher of the Year in 2016. They teach in a high school classroom of 20-25 students and follow the motto of doing what needs to be done when it needs to be done.
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Differentiated instruction is an approach to teaching that aims to cater to the individual needs and learning styles of students. It involves modifying content, process, product, and the learning environment based on a student's readiness, interests, and learning profile. Both Heacox and Tomlinson & Imbeau discuss differentiating instruction through content, process, and product. The teacher's role is to facilitate learning by getting to know students and adjusting instruction accordingly, organizing flexible grouping arrangements, and allowing flexible use of time. Differentiation can be achieved through various instructional strategies such as learning centers, graphic organizers, small group instruction, and tiered assignments.
Hong kong students’ voice in hk’s curriculum
This document discusses student voice in Hong Kong's curriculum. It defines student voice as the perspectives and actions of young people that allow them to influence their own learning. It aims to give students the ability to provide input on their education through individual and collective feedback. The document also outlines the goals of Hong Kong's Liberal Studies curriculum, which include developing critical thinking, research skills, and preparing students for lifelong learning. It notes that student voice can be gathered through surveys, student associations, and other avenues, but that incorporating student feedback into the curriculum faces challenges around integrated subjects, unclear guidelines, and classroom practices.
Universal Design Learning
Universal Design Learning is a set of principles for curriculum development that provides all students equal opportunities to learn by offering flexible materials, goals, assessments, and methods to accommodate the wide variety of interests, skills, needs, and learning differences students bring to the classroom, such as differences in ethnicity, eyesight, and other factors. Since there is no average learner, Universal Design Learning aims to nourish a wider range of students through a more inclusive learning environment.
UDL Presentation
Universal Design for Learning (UDL) is an educational framework that aims to provide all students with equal opportunities to learn by providing flexible approaches. UDL is based on the concept of universal design, which aims to make products usable by everyone without need for adaptation. UDL guidelines involve providing multiple means of representation, action and expression, and engagement. This allows students to access, participate in, and make progress in their learning in ways that are best suited to their unique abilities. The goal is a curriculum that can be customized to meet the individual needs of all students.
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The document discusses using capstone projects to bridge student learning and civic engagement through service. It defines a capstone as a team or individual third- or fourth-year project that benefits a community partner by addressing an identified issue. Capstones provide integrative learning and allow students to apply knowledge. The document advocates for a "collaborative paradigm" where faculty, students, and community partners jointly determine content, learning methods, and outcomes. It then introduces student and alumni panelists from various schools who will discuss their experiences with capstone projects and civic engagement.
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This document discusses five co-teaching models used in inclusion classrooms: parallel teaching where both teachers instruct groups simultaneously; team teaching where teachers take turns leading instruction; one teach/one drift where one teacher leads while the other assists students; station/center teaching where students rotate between stations led by each teacher; and alternative teaching where one teacher instructs a group while the other provides differentiated instruction to another group. The document provides brief descriptions and examples of each model.
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Universal Design is an approach to designing products and environments to be usable by all people without the need for adaptation or specialized design. It aims to make the learning environment accessible to a variety of learners to meet everyone's individual needs. Universal Design for Instruction seeks to maximize learning for all students through applying Universal Design principles to all aspects of instruction. This includes ensuring all students receive proper instruction and accommodation to succeed, regardless of physical or learning differences from an "average" student. An example of this in the classroom is a teacher allowing different students to read independently or in pairs to scaffold each other's learning based on their needs.
Integrating the international dimension final
This document discusses a workshop for teachers organizing thematic doctoral courses on integrating international dimensions into teaching and learning. The workshop aimed to help educators reflect on teaching in an internationalized classroom, discuss their role in different cultural contexts, and integrate a global perspective into course content. Key topics included acknowledging cultural biases, developing intercultural awareness, questioning assumptions about other cultures, and reflecting on one's own cultural identity and how it shapes their role as an educator. Suggested activities for doctoral courses included having students do reflective journals and coordinators checking in with each other by comparing journal entries and discussing pedagogical choices in a cultural context.
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Collaborative learning has several benefits in classroom settings. When students work together in groups, they can discuss new concepts, clarify misunderstandings, and learn from one another's strengths. Collaborative activities also help students develop important skills like critical thinking, communication, and social interaction. Effective collaborative learning involves students both teaching and learning from each other, with teachers taking on more of a facilitating role.
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This document discusses collaborative learning and cooperative learning. It defines collaborative learning as situations where two or more people work together on a common task and build knowledge through active interaction. Cooperative learning is structured to organize classroom activities into academic and social learning experiences where students work in groups to achieve goals. Some benefits listed are that collaborative and cooperative learning allow students to learn from diverse perspectives, develop social skills, and receive more personalized feedback.
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The document discusses the constructivist approach to learning, specifically the 5E model. It provides background on constructivism, outlining key principles like knowledge being actively constructed by learners based on their experiences. The 5E model is then explained in detail, with each "E" standing for a phase of instruction: Engage, Explore, Explain, Elaborate, Evaluate. Examples of activities for each phase are given. The document also discusses benefits and criticisms of constructivism, noting it emphasizes collaborative, active learning but may disadvantage some students.
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Compare the social
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constructivist approaches.
Explain how teachers
and peers can jointly contribute to
children’s learning.
Discuss effective
decisions in structuring small-group work.
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This document discusses curriculum integration and provides examples. It begins with an overview of the week's focus on integrating prior and new learning about curriculum integration. It then provides examples of integration, such as parallel disciplines design, interdisciplinary design, and field-based programs. Benefits and issues of integration are discussed. The document concludes with an example peace garden project that integrated objectives across subjects in a school community.
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This document discusses reinventing the curriculum in a digital age. It provides definitions of curriculum and identifies three major curriculum planning ideologies: curriculum as content, curriculum as product, and curriculum as process. It discusses questions around the nature and elements of curriculum. It also outlines the context in England since 1988 with the introduction of the National Curriculum and increasing focus on testing and performance measures. The document discusses challenges to innovation in schools due to existing structures and cultures not supporting significant educational change. It explores possibilities for remaking curriculum using digital technologies and approaches like enquiry-based learning.
Nothing about them without them: Authentically engaging students in UDL growth
Presentation at the 1st International Universal Design for Learning Symposium Learning Together.
Maynooth University, June 8th, 2023
There has been a growing interest for Universal Design for Learning (UDL) as a framework for inclusion in both the K-12 and post-secondary sectors over the last decade, and this momentum has been noticeable globally. The body of literature which evidences the pedagogical benefits of UDL implementation for the inclusion of diverse learners is now broad and diversified. There is also growing interest in examining UDL implementation from a leadership and administrative perspective, examining it as a management of change process.
Throughout this growth in scholarship and field initiatives, the concepts of student voice and student advocacy have frequently been used and showcased. The literature regarding the learner role in the process of UDL implementation is, however, still limited. Placing learners in the driving seat when it comes to UDL adoption is therefore purely conceptual and abstract at this stage. It will be challenging to genuinely scale-up UDL as a framework, in both the K-12 sector and the post-secondary landscape, until students have considered with care and offered an active leadership role. Students’ perception of UDL and its objectives are key in the success of initiatives that seek to integrate it across organizations.
This fully interactive session will examine the various facets of the notion of learner involvement in the process of UDL adoption. First, the session will consider the way UDL must be explicitly discussed with learners within the class, while UDL initiatives are attempted. Failure to explain this process to students, and to actively engage them in it, significantly limits the scope of such efforts. The second part of the session will consider learner voice beyond the class itself, and will discuss ways to involve students as co-advocates for UDL growth, across institutions. This is a rich and complex process of critical empowerment which has unfortunately been so far rushed or ignored. The third part of the session will consider how UDL professional development should be addressed not just to educators but to student groups and student representatives. This section of the presentation will explore how the UDL principles must bee woven into such resources and PD for students and student groups, and how they must inform the design of such initiatives.
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Collaborative learning approach
Collaborative learning involves students working together in groups to solve problems, complete tasks, or create a product. It positions the teacher as a facilitator rather than expert transmitter of knowledge. Students work as a team to master materials, with rewards based on group performance. Collaborative learning develops problem-solving, critical thinking, social and communication skills while promoting diversity and self-management. It fosters intellectual and social involvement as well as teamwork, leadership and positive attitudes.
Whatis collaborativelearning
1. Collaborative learning involves students working together in groups to actively engage with course material rather than passively receiving information from lectures. It promotes learning through discussion, problem-solving, and diverse perspectives.
2. Key assumptions of collaborative learning are that learning is an active process of constructing meaning, learning depends on rich contexts like problem-solving, and learning is inherently social and occurs through discussion.
3. Collaborative learning approaches can vary in structure from loosely guided discussions to carefully structured activities like cooperative learning, case studies, simulations, and peer teaching models.
Topic 4A: The Constructivist Classroom
This document discusses constructivist approaches to learning and integrated curriculum. It begins by defining key concepts like constructivism, active learning, and integrated curriculum. It explains that constructivists believe knowledge is socially constructed and people learn in multiple ways. Active learning involves hands-on strategies like projects, debates, field trips and technology. Integrated curriculum combines subjects around themes and connects to real-world topics. The document provides examples of integration models and discusses benefits and challenges of integration. It emphasizes teaching academic vocabulary and having students direct their own learning through strategies like problem-based learning and inquiry.
Collaborative learning 2
Collaborative learning involves students working together in groups or pairs to complete learning tasks. It is based on the idea that learning occurs through social interaction and dialogue. There are several benefits to collaborative learning according to learning theories. It allows students to build upon each other's ideas and jointly construct understanding. Effective collaborative learning involves structured techniques like think-pair-share where students discuss questions in pairs before sharing with the class. Both instructors and students face challenges in implementing collaborative learning approaches in the classroom.
Learning from difference
This document discusses creating more inclusive schools through intercultural learning and appreciation of diversity. It emphasizes shifting from seeing differences as problems to opportunities for learning, collaboration, and changing together. Key strategies discussed include developing intercultural skills through critical reflection, collaborative inquiry into the school context to understand barriers, and using evidence to stimulate organizational change. The goal is increasing participation of all students through more welcoming, cooperative learning environments and removing obstacles in both school structures and people's minds.
Leanne Shelsen reflection 2 - collaboration
Here is my visual reflection on collaboration for PK12-LIB1-022. My reflection includes 5 sections:
• My experiences & learnings from the readings.
• Successes
• Challenges?
• How Guided Inquiry supports collaboration (and how collaboration supports guided inquiry)
• How technology and innovation are critical for advancing collaboration, particularly during the pandemic.
Please let me know what you think!
Therese kirkendall theory
The document summarizes key aspects of constructivism as a learning theory. It discusses prominent theorists like John Dewey and how they influenced education. It also provides examples of how constructivism would be applied in a classroom, with students learning by doing, collaborating, and connecting lessons to real-world situations. The teacher acts as a facilitator of experiences. The document ends by explaining how constructivism fits with the author's own teaching style in career and technical education.
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Nothing about them without them: Authentically engaging students in UDL growth
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Pres mpu 4 avril 2018 rv formation alex boudreau 2018 04-01 partage
Les promesses de la réalité virtuelle et augmentée en formation sont nombreuses, voire hétéroclites : développer l'empathie; faciliter l’apprentissage et la réflexion sur des éléments reliés entre eux dans l’espace; mettre en scène des expériences émotives utilisées pour un apprentissage réflexif; permettre l'immersion et l'expérimentation dans des situations réelles ou simulées d'intervention ou d'exploration difficiles à vivre dans la réalité; accroitre la motivation des apprenants par l'effet de nouveauté, etc.
Du casque relié à un ordinateur jusqu'au téléphone mobile, nous chercherons à distinguer les spécificités de dispositifs fort différents. De la photo 360, la vidéo immersive à l'environnement modélisé avec lequel on peut interagir, nous traiterons aussi des types de contenu en réalité virtuelle et augmentée, ainsi que des moyens de production et de diffusion associés à chacun.
LinkedIn Alex Boudreau
https://www.linkedin.com/in/alex-boudreau-techno/
Oser l'innovation technopédagogique : création du Pôle facultaire
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Le 19 avril dernier, la Faculté d'éducation de l'Université de Sherbrooke lançait son Pôle d'innovation technopédagogique.
Les orientations visant à augmenter la présence des technologies dans les programmes de formation de la Faculté ont été dévoilées. Ensuite, l’après-midi a été consacré à une activité de mobilisation destinée au personnel de la Faculté d’éducation. Des présentations d’innovations technopédagogiques réalisées en contexte de formation universitaire et dans les milieux de pratique professionnelle ont permis de susciter divers échanges enrichissants.
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Pres mpu 4 avril 2018 rv formation alex boudreau 2018 04-01 partage
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- 1. Florian Meyer et Caroline Bourque 30 novembre 2016
- 6. « The essential features of the dialogic classroom as being: • Collective: teachers and children address learning tasks together, whether as a group or a class, rather than in isolation • Reciprocal: teachers and children listen to each other, share ideas and consider alternative viewpoints • Supportive: children articulate their ideas freely, without fear of embarrassment over ‘wrong’ answers, and they help each other to reach common understandings • Cumulative: teachers and children build on their own and each other’s ideas and chain them into coherent lines of thinking and enquiry • Purposeful: teachers plan and facilitate dialogic teaching with particular educational goals in view. » (De Silva, Chigona etAdendorff, 2016, p. 142)
- 7. libertés de choix contrôle sur sa formation choices about where, when, and how learning occurs
- 9. no causal link between learning spaces and pedagogic change
- 13. Recherche et innovation ancrée dans divers domaines :
- 14. universities are contradictory environments value genuine critical practice maintain conformity and thereby inhibit critique academic developers anticipatory generate dialogue about possible, probable and preferred futures