De l’élève en difficultés scolaires à l’apprenant :: recherche en classe de formation spéciale

L’hétérogénéité des niveaux scolaires de la classe de formation spéciale demande à l’enseignant de proposer une différenciation pédagogique. Même avec une pédagogie individualisée, les élèves peuvent se montrer passifs dans leurs apprentissages et peu motivés. Ainsi, tout au long de l’année scolaire, les élèves ont réfléchi et écrit sur leurs apprentissages au niveau cognitif, affectif et conatif ; puis, ils ont eu une réflexion collective sur leurs apprentissages. Ce mémoire est un « méta-regard » sur l’évolution des représentations de l’enseignant, sur sa relation aux savoirs et aux élèves. Ces réflexions m’ont permis de comprendre l’importance de la dynamique motivationnelle et de rendre les apprentissages davantage accessibles aux élèves en difficultés scolaires en mettant en place des adaptations telles qu’enseigner les connaissances procédurales, avoir des objectifs clairs et les situer dans leur contexte, ou encore donner des feed-back

The role of ICT in teacher education. The development of web pages by project method

This paper is a description of an in-service teacher training experience that used ICT to develop a project that involved teachers (nursery and primary) and also children, parents and other members of the educational community. Its aim was to build an Internet site that would give information about school life. It's an open web space where teachers, parents and students can express and share their ideals and activities. This project is still in progress and is being developed in three interconnected phases: conception, development and evaluation. The most important issue to relate is that the technical or instrumental learning is dependent on the ideas and purposes of teachers, students and parents. We believe that when we talk about ICT in schools and also in teacher education we shouldn't only be concerned with the 'means', that is to say, how to introduce computers or how to use a word processor and Internet resources, but also with the 'ends'. Only when we question the ends do we begin to pay attention to what we do, that is, to construct a story that is worth telling " ... to tell that we are merely tools makers (and tools users) is to miss the entire narrative aim? We are world's makers and world's weavers" (Postman, 2002, p. 108)

Predictors of developmental dyslexia in European orthographies with varying complexity

Background: The relationship between phoneme awareness, rapid automatized naming (RAN), verbal short-term/working memory (ST/WM) and diagnostic category is investigated in control and dyslexic children, and the extent to which this depends on orthographic complexity. Methods: General cognitive, phonological and literacy skills were tested in 1138 control and 1114 dyslexic children speaking 6 different languages spanning a large range of orthographic complexity (Finnish, Hungarian, German, Dutch, French, English). Results: Phoneme deletion and RAN were strong concurrent predictors of developmental dyslexia, while verbal ST/WM and general verbal abilities played a comparatively minor role. In logistic regression models, more participants were classified correctly when orthography was more complex. The impact of phoneme deletion and RAN-digits was stronger in complex than in less complex orthographies. Conclusions: Findings are largely consistent with the literature on predictors of dyslexia and literacy skills, while uniquely demonstrating how orthographic complexity exacerbates some symptoms of dyslexia

Milestones for Teaching the Spreadsheet Program

There are different manners of teaching a spreadsheet program. In any case, it is intended that the teacher settles the objectives of the course and adapts them to the particular audience he/she has to deal with. This paper aims at providing any teacher whatever his/her specific objectives and his/her audience with elements to help him/her building a course. It focuses mainly on two important issues: 1 - select in all that may be said about such complex tools, what is prior to know and to teach, i.e. what leads to autonomy in using but also to autonomy in learning (because everything cannot be taught) and 2 - show how concepts are closely related to good formatting considerations. A method based on the "invariants of information processing" is outlined, partially illustrated and an implementation is described throughout a course designed for students preparing a master in Education Sciences.Comment: 11 Page

Une resocialisation de l’évaluation des apprentissages

Cet article prend appui sur la problématisation développée dans le cadre d’une recherche doctorale au cours de laquelle j’ai réalisé un examen critique du domaine de l’évaluation des apprentissages afin d’éclairer l’émergence de l’évaluation dite formative aux côtés de la conception traditionnelle liée à la sanction des apprentissages. D’une part, cette réflexion met en relief qu’une vague de critiques relatives aux pratiques de classification a concouru à mettre en lumière des enjeux associés à leur emploi en contexte scolaire, notamment par le biais de l’évaluation qui sanctionne et certifie, suscitant un intérêt pour une évaluation susceptible de soutenir les apprentissages. D’autre part, réalisée dans un registre épistémologique, elle met également en relief l’intérêt d’une resocialisation de l’évaluation, c’est-à-dire d’une évaluation conçue telle une pratique qui procède de décisions s’appuyant sur des habitudes de pensée ainsi que sur des rapports de force entre divers groupes, et qui soulève des enjeux importants compte tenu que toutes pratiques de classification introduisent une norme à laquelle sont comparés les élèves.Cet article s’ancre à une recherche doctorale dans le cadre de laquelle un examen critique du domaine de l’évaluation des apprentissages a été réalisé, afin d’éclairer l’émergence de l’évaluation dite formative aux côtés de la conception traditionnelle liée à la sanction des apprentissages. D’une part, cette réflexion met en relief qu’une vague de critiques relatives aux pratiques de classification a concouru à mettre en lumière des enjeux associés à leur emploi en contexte scolaire, notamment par le biais de l’évaluation sommative, suscitant un intérêt pour une évaluation susceptible de soutenir les apprentissages. D’autre part, réalisée dans un registre épistémologique, cette réflexion met également en relief l’intérêt d’une (re)socialisation de l’évaluation, c’est-à-dire de l’envisager telle une pratique qui procède de décisions s’appuyant sur des habitudes de pensée, sur des rapports de force entre divers groupes, et qui soulève des enjeux importants compte tenu que toute pratique de classification introduit une norme à laquelle sont comparés les élèves

Ce que cyber-parler veut dire: quels cadres théoriques pour l'analyse des conversations multimodales en réseau?

This is a methodological chapter in which the question for investigation is how to describe the effects of technological mediation on learning. The chapter focuses on the use of language by learners enrolled on a course of English-for-specific purposes, which they attended entirely via the synchronous multimodal platform Lyceum. Data showing how learners utilise the resources of the environment in order to progress conversations with native-speaker tutors and with their peers is analysed. Three frameworks for the problematisation of technologically-mediated language use are proposed

La longue route vers l'autonomie : apprentissages chemin faisant à travers la formation d'un réseau d'Organisations professionnelles agricoles au Maroc

N° ISBN - 978-2-7380-1284-5International audienceIn Morocco, a new public policy for the agricultural sector raises once again the question of which type of development is needed for family farmers, and what may be done to support such development. The cooperation between farmer organizations and a group of research and training institutions led to activities undertaken in common in irrigation schemes and to the set up of a nationwide network of farmer organizations. The article analyses the farmers' learning, and the way such learning is used during the cooperation process, in order to meet involved persons' expectations and to ensure the sustainability of the network. Farmer learning involved various dimensions: technical, psychosocial (especially the capacity to compare oneself to other farmers and an improved self-esteem), and organizational, which led to improved capacity for collective action. The way the learning that took place was used back to drive the process highlights the issue of the link between individuals and groups, especially the balance to find between training leaders and building networks of local groups. Such an approach, thanks to the learning taking place and increased farmers' autonomy, could support family farmers' participation in the building of public policies regarding agriculture and rural development