Becoming Strategic in the ESL classroom - PowerPoint PPT Presentation

1 / 92
About This Presentation
Title:

Becoming Strategic in the ESL classroom

Description:

Nicole Bolduc. Ron Mastine. Special thanks to Jacquelyne Lord ... in Second Language Acquisition, page 8 - J. Michael O'Malley, Anna Chamot) ... – PowerPoint PPT presentation

Number of Views:628
Avg rating:3.0/5.0
Slides: 93
Provided by: statio
Category:

less

Transcript and Presenter's Notes

Title: Becoming Strategic in the ESL classroom


1
Becoming Strategic in the ESL classroom
  • Module 7
  • RREALS
  • Workshop leaders
  • Nicole Bolduc
  • Ron Mastine
  • Special thanks to Jacquelyne Lord

PowerPoint presentation Ron Mastine
2
L'enseignement stratégique?
3
Démarrage
  • Strategies?
  • Define?
  • Use strategies?

4
Whats common?
  • Look at the words below and try to determine what
    they have in common.
  •  Work individually and in silence.
  •   indefinite
  • monopoly
  • hijack
  • astute abcess first

5
Whats common?
  • Look at the words below and try to determine what
    they have in common.
  •  Work individually and in silence.
  •   abcess
  • indefinite
  • hijack
  • monopoly
  • first
  • astute

How did you tackle this activity? Or What
strategies did you use?
6
Quelques définitions de stratégie
  •   Une stratégie est conçue comme la planification
    et la coordination d'un ensemble d'opérations en
    vue d'atteindre efficacement un but . (Jacques
    Tardif)
  •   Strategies are the special thoughts or
    behaviors that individuals use to help them
    comprehend, learn or retain information.
    (Learning Strategies in Second Language
    Acquisition, page 8 - J. Michael O'Malley, Anna
    Chamot)
  •   Learning strategies are specific actions taken
    by the learner to make learning easier, faster,
    more enjoyable, more self-directed, more
    effective and more transferrable to new
    situations. (Language Learning Strategies, page
    8 - Rebecca L. Oxford)

7
QUESTIONS (P-2)
  • Alone, in teams and then as a group
  •   1. Should I (the workshop leader) have given
    you the Participants' Workbook at the very
    beginning of the day, before we began the first
    activity? Yes? No? Why or why not?
  •  
  •   2. What do I (the participant) usually do as
    soon as I receive an information document like
    the Participants' Workbook? Just glance at it?
    Flip through the pages? Put it aside, etc.?

Group management strategy
Personal learning strategy
8
General Objectives (P-3)
  • Re-acquaint with the learning process in the
    spirit of the reform.
  • Integrate strategic teaching into the classroom.
  • The process of learning
  • The brain
  • Learn to use strategies
  • Experiment integrating strategies

9
Introduction au module (P-4)
  • In groups of 4, divide the 4 sections to read
    and report to the group.
  • Relate the reading process to the definitions of
    strategies.
  • What is the role of the teacher in the activity?

10
Team Crossword
  • Read the instructions. (P-6)
  • Do the crossword. (P-7)
  • Complete the chart. (P-8)
  • With your group, prepare an explanation of your
    choices.

Teacher Student
11
(No Transcript)
12
Team Crossword
  • Crossword strategies used?
  • Importance of going over and sharing winning
    strategies.
  • Go over chart answers and additions.

13
Team Crossword
  • Roles .. The learners job
  • Learn the verb
  • Correct
  • Helping the students do their job.

Teacher Student
14
Personal learning styles
  • Presentation
  • Brainstorming
  • Chart
  • How did you remember?
  • Modeling
  • Assignment, preparation for selection
  • Selection
  • Individually and then in groups, answer the
    Questions dobjectivation P-10

15
(No Transcript)
16
(No Transcript)
17
Personal learning styles (2)
  • In groups of 2 (diades), take turns describing
    your object to the other person who takes notes.
  • Find your partners object.
  • Individually, answer the questions on P-11
  • In teams of 4, discuss individual answers to
    P-11 and prepare a report

18
The Brain
  • Previous activities ??
  • Learning or using your brain!
  • Read P-14, choose the most important paragraph
    and the most important parts in that paragraph.
  • Share
  • Which strategy did you use in reading?
  • Skimming finding the main idea.
  • Gaining autonomy. re-investing \ applying in
    different but similar situations. Transfer.

19
Cerveaux P-17
CORTEX
Classroom Examples?
Answer and discuss P-16, refer to P-17 18.
REPTILIEN
LIMBIQUE
20
Droit
interprétation créativité (P-19 P-21)
21
Gauche
Logique
22
Récepteurs
P-22
23
Évoquer
P-23
24
récepteurs
  • Il y a autant de façons dapprendre quil y a
    délèves
  • Tenir comptes des capacités intellectuelles et de
    la mémoire (cortex)
  • Mais aussi des besoins affectifs (limbique) et
  • Primaires (reptilien)
  • Activités sadressant aux deux hémisphères
    logique et interprétation créativité
  • Rejoindre des systèmes de représentation
    différentes visuels, auditifs et kinesthésiques

Annexe 1 Les principaux styles dapprentissage
25
The Brain
  • With the information on pages P-17 to P-24,
    answer the questions on page-25
  • Strategy used?
  • Scanning repérage
  • - finding details
  • Another tool for building autonomy

26
Memory
  • Read La mémoire on P-26, underlining
    essentials.
  • Which reading strategy?
  • Skimming découverte
  • Choices Which Why?
  • Last paragraph teachers role
  • Current memory aids used.

27
ARCHITECTURE DE LA MÉMOIRE(Une adaptation de R.
Gagné et E. Gagné)
Générateur De réponse
8
Émetteurs
6
7
Pendant lapprentissage Sens tout ce dont on
prend connaissance
Mémoire À Long terme
Environnement
5
Whats your name?
3
Mémoire De travail Ou à court terme
Récepteurs sensoriels
1
4
2
28
Memory
  • Importance of the environment
  • Importance of working memory
  • Long term memory and prior knowledge
  • génerateur de réponse
  • The brain - a computer (saving information)
  • Motivation
  • Its Questionable!
  • Write down all the questions you remember.
  • How many of the 30?
  • Correct.
  • In groups, discuss strategies used.
  • points de repère
  • List of difficulties and why?
  • Share.

29
Memory
  • List what you remember of what you learned by
    heart in school and why?
  • Share
  • Importance of why for students.
  • Dont think about
  • Prior knowledge
  • Review of memory at the end of the day.

30
Knowledge
  • Types of knowledge
  •  I dont know WHAT to do! 
  • What, how, when and why
  • Look at types of knowledge from J. Tardif, Pour
    un enseignement stratégique

31
Les connaissances déclaratives - quoi? (P-29)
  • Les connaissances déclaratives représentent
  • les savoirs
  • les faits
  • les concepts
  •  
  • Elles se présentent sous la forme dun réseau de
    connaissances
  • organisées,
  • hiérarchisées,
  • interreliées.
  •  
  • Plus ce réseau est vaste et organisé, plus il
    permet dinterpréter, de comprendre et
    dapprendre (réseau, schéma, carte sémantique,
    images).

32
REPRÉSENTATION(1) PROPOSITIONNELLE(2) DUN FAIT
  •  PHRASE (P-29)
  •  La petite Nathalie quitte le vaisseau spatial.
  • (Tardif, p. 183)
  • 1. Représentation symbole qui reproduit dans le
    cerveau ce que je comprends ou ce que je
    sais.(Exemples couleur, forme, mot, concept,
    etc.)
  •  2. Propositionnelle ce qui se rapporte à une
    idée.

33
Les connaissances procédurales - comment? (P-30)
  • Les connaissances procédurales sont celles par
    lesquelles lindividu sait comment réaliser une
    tâche. Elles sactualisent en une séquence
    dactions impliquées dans la réalisation dune
    tâche, dans lagir, dans la résolution de
    problèmes.
  • REPRÉSENTATION PRODUCTIONNELLE (1)
  • DE LA RÉDACTION DUN TEXTE NARRATIF
  • (une condition/plusieurs actions)

34
Comment (2) Si je veux rédiger un texte narratif
  •  
  • Alors
  • je présente le temps et
  • je présente les lieux et
  • je présente les personnages et
  • je présente la première intrigue et
  • je décris les actions et
  • je précise les conséquences au niveau des
    personnages et
  • je répète les étapes 4, 5 et 6 autant de fois
    que nécessaire et
  • je fais une conclusion qui traite des
    personnages.
  •  (Tardif tableau 7, p. 184)
  • 1. Productionnelle ce qui se rapporte à une
    séquence dactions.

35
Les connaissances conditionnelles - quand et
pourquoi? (P-31)
  • Les connaissances conditionnelles sont celles par
    lesquelles lindividu sait quand et pourquoi il
    doit utiliser une connaissance déclarative ou
    procédurale. Elles permettent de généraliser
    dautres types de connaissances à un ensemble de
    situations. Ce sont aussi celles qui permettent
    didentifier les caractéristiques des situations
    pour lesquelles telles stratégies seront les plus
    efficaces et économiques. Elles assistent la
    capacité de transfert et le développement de
    stratégies de contrôle dites métacognitives.
    (stratégies qui portent sur la méthode de
    travail)

36
REPRÉSENTATION PRODUCTIONNELLEDE LA
RECONNAISSANCE DUN CHIEN
  • (plusieurs conditions/une action)
  •  
  • Si je vois quelque chose de vivant et
  • Si cet être vivant a quatre pattes et
  • Si cet être vivant a du poil et
  • Si cet être vivant aboie
  • Alors il sagit dun chien.
  •  (Tardif tableau 8, p. 197)

37
LISTENING
  • The strategy Taking notes (P-32) 
  • Declarative knowledge (what)
  • This cognitive strategy helps the learner to
    retain, in an orderly fashion, information
    presented in an oral text, by making use of
    markers of identification (people, animals,
    events, objects) of time, place, action, manner,
    description and justification.
  •  
  • Procedural knowledge (how)
  • The process involved (one condition/several
    actions) in using the strategy ATaking notes_at_ to
    retain the information presented in an oral text.

38
If I want to retain,
  • in an orderly fashion, information presented in
    an oral text  Then
  • I prepare an outline for note-taking using the
    markers who, what, where, when, why, how, how
    much, how many,
  • I listen to (and possibly look at) the title of
    the text and the setting in order to make
    predictions about the content of the text,
  • I listen to the text attentively noting the
    information presented in accordance with the
    markers in my outline,
  • I take a few minutes to go over what I have
    written, to put the information in order and to
    underline or highlight any points that are not
    clear,
  • I listen to the text a second time, go over the
    information I have noted already, make
    corrections where necessary and complete my notes
    by adding any missing details.

39
Conditional knowledge (when/why)
  • The process involved (several conditions/one
    action) in choosing the strategy ATaking notes_at_
    to retain information presented in an oral text.
  •  If I must retain the information presented in
    an oral text and
  • If I must write it down in a clear and orderly
    fashion,
  •  Then I choose the strategy ATaking notes_at_ to
    retain the information presented in an oral
    text..

40
READING
  • The strategy Asking for clarification or
    verification (P-33)
  • Declarative knowledge (what) 
  • This social strategy helps the learner to acquire
    an understanding of an element in an English text
    that is difficult to grasp or to verify the
    accuracy of his comprehension.
  •  
  • Procedural knowledge (how)
  • The process involved (one condition/several
    actions) in using the strategy AAsking for
    clarification or verification_at_ in reading
    comprehension in English.

41
If I need help understanding
  • part of an English written text or I want to be
    certain that I have understood an English text
    correctly.
  • Then
  • I speak to someone who has good English skills,
  • I ask this person to explain the part of the text
    I do not understand by using a paraphrase or by
    giving me an explanation, or by some other
    method,
  • I check to see if I have understood correctly I
    use expressions such as
  • AIm sorry. I dont understand._at_
  • AWhat does ............. mean?_at_ AWould you help
    me?_at_
  • APardon me?_at_ "Does this mean...?"

42
Conditional knowledge (when/why)
  • The process involved (several conditions/one
    action) in choosing the strategy AAsking for
    clarification or verification_at_ in reading
    comprehension in English.
  •  
  • If I do not understand an element of a reading
    text in English and
  • If I want to be sure that I understand what I am
    reading and
  • If I can speak to someone who has good English
    skills
  •  Then I choose the strategy AAsking for
    clarification or verification_at_ in reading
    comprehension in English.

43
WRITING
  • The strategy Planning for a language task
    (P-34)
  • Declarative knowledge (what)
  •  This metacognitive strategy helps the learner
    structure the steps to follow to carry out a
    writing task. 
  • Procedural knowledge (how)
  • The process involved (one condition/several
    actions) in using the strategy APlanning for a
    language task_at_ to carry out a writing task.

44
If I want to write a text
  • Then
  • -I determine what kind of text I am supposed to
    write,
  • -I determine the particular requirements of the
    task (language functions, grammar structures,
    vocabulary, knowledge specified by the task),
  • -I identify the knowledge and the resources I
    bring to the task,
  • -I identify the sources of information at my
    disposal that will help me make up for any lack
    of information relating to the language used or
    to the learning situation,
  • -I make an outline of my text,
  • -I write my text, -I go back over my text.

45
Conditional knowledge (when/why)
  • The process involved (several conditions/one
    action) in choosing the strategy APlanning for a
    language task_at_ to carry out a writing task.
  • If - a written text must be coherent and
    structured and
  • If - the particular requirements for the task are
    clear
  • (language functions, vocabulary, etc.) and
  • If - the writer's knowledge and resources can be
    used to carry out the task and
  • If - one or several sources of information can be
    used to clarify the learning situation
  •  Then I choose the strategyAPlanning for a
    language task_at_ to carry out a writing task.

46
SPEAKING The strategy Using a circumlocution
  • Declarative knowledge (what) (P-35)
  •  
  • This compensation strategy allows the learner to
    communicate an oral message in English even
    though some of the pertinent vocabulary is
    missing.
  •  
  • Procedural knowledge (how)
  •  
  • The process involved (one condition/several
    actions) in using the strategy ?Using a
    circumlocution_at_. compensation

47
If I want to communicate
  • an oral message in English and I do not have all
    the vocabulary required to do so,
  •   Then
  • I try to create a mental picture of the message I
    want to communicate (color, shape, image, action,
    etc.),
  • I try to recall other words and expressions that
    could help me get my idea across by creating
    circumlocutions,
  • I prepare my message using one or more
    circumlocutions,
  • I communicate my message.

48
Conditional knowledge (when/why)
  • The process involved (several conditions/one
    action) in choosing the strategy "Using a
    circumlocution" in communicating an oral message
    in English.
  • If I must communicate an oral message in English
    and
  • If I do not have all the vocabulary required to
    do so,
  • Then I choose the strategy ?Using a
    circumlocution_at_ to communicate an oral message in
    English. - Illustration

49
Strategies
  • Importance of saving strategies to long-term
    memory.
  • Importance of being explicit of the how, when and
    why of using strategies.
  • Day 2 - practice using and developing strategies
    from P-32 to 35.

50
Retour
connaissances antérieures
lorganisation constante
un processus actif et constructif
déclaratives procédurales conditionnelles
tâches authentiques- évaluations
tâches authentiques- apprentissages
L'enseignement stratégique
quoi pourquoi comment quand
stratégies cognitives et métacognitives
connaissances théoriques

Transfert contextualisation décontextualisation re
contextualisation
modelage pratique guidée pratique coopérative
pratique autonome
rôle de médiation
degré d'engagement, participation et persistance
51
Using the Metacognitive
  • In teams, answer these questions
  • What did each of you do individually, what
    strategies did you use during the activities, to
    learn the subject matter that was taught?
  • Was what you did sufficient to enable you to
    retain what was taught?
  • What could you do to anchor this material more
    firmly in your memory?

Adopt those of others Importance of
reflection
52
Wrap-up Question
  • Today we have done a lot of work on strategies,
    we have reviewed things we had previously learned
    and we have been exposed to new ideas and new
    knowledge. A lot of information has gone into our
    short-term memory.
  • What are we - the participants - going to do,
    between now and the second day of this workshop
    to anchor this knowledge in our long-term memory?

53
  • Possible readings
  • Annexe 2 La motivation scolaire
  • Annexe 3 La médiation pédagogique

Have a good weekend! Day 2 is on June 9th at the
Pastorale.
54
Becoming Strategic in the ESL classroom
DAY 2
  • Module 7
  • RREALS
  • Workshop leaders
  • Nicole Bolduc
  • Ron Mastine
  • Special thanks to Jacquelyne Lord

DAY 2
PowerPoint presentation Ron Mastine
55
Une stratégie est conçue comme la planification
et la coordination dun ensemble dopérations en
vue datteindre efficacement un objectif.
  • Pour un enseignement stratégique
  • Jacques Tardif, page 23

56
Pour un enseignement stratégique
  • Une stratégie a quelque chose dintentionnel
  • atteindre efficacement un objectif
  • Une stratégie a quelque chose de pluriel
  • ensemble dopérations
  • Dans lutilisation de stratégies, il y a deux
    phases importantes
  • la planification
  • la coordination

57
Strategies are the special thoughts or behaviors
that individuals use to help them comprehend,
learn or retain information.
  • Learning Strategies in Second Language
    Acquisition
  • J. Michael O'Malley, Anna Chamot - p. 8

58
Learning Strategies in Second Language Acquisition
  • Language is a complex cognitive skill described
    in the context of cognitive theory.
  • Strategies are not the preserve of highly capable
    individuals but may be learned by others who have
    not discovered them on their own.
  • Declarative and procedural knowledge are
    introduced.
  • Direct and indirect strategies are introduced.
  • The learner's cognitive system is central to the
    learning process.

59
Learning strategies are specific actions taken by
the learner to make learning easier, faster, more
enjoyable, more self-directed, more effective and
more transferable to new situations.
  • Language Learning Strategies
  • Rebecca L. Oxford, p.8

60
Language Learning Strategies
  • 1. Contribute to communicative competence.
  • 2. Give greater self-direction to learners.
  • 3. Expand the role of teachers.
  • 4. Aid in problem-solving.
  • 5. Involve specific actions taken by the
    learner.

61
Language Learning Strategies 6-10
  • 6. Are classified as those related to the memory
    and as those that are cognitive, metacognitive,
    compensatory, affective and social.
  • 7. Support learning directly and indirectly.
  • 8. Include different degrees of observability.
  • 9. Include different levels of consciousness.
  • 10. May be taught.
  • 11. Demonstrate flexibility.

62
DIRECT STRATEGIES
  • Language learning strategies that directly
    involve the target language.
  • Language learning strategies that support and
  • manage language learning without directly
    involving the target language.

INDIRECT STRATEGIES
63
DIRECT STRATEGIES
  • MEMORY STRATEGIES
  • These are the strategies that help the learner to
    memorize information and locate information.
  •  
  • COGNITIVE STRATEGIES
  • These are the strategies that help the learner to
    understand and to produce new language by using
    different structures.
  •  
  • COMPENSATION STRATEGIES
  • These are the strategies that help the learner to
    use the target language in spite of a lack of
    knowledge in the language.

64
INDIRECT STRATEGIES
  • METACOGNITIVE STRATEGIES
  • These are the strategies that help the learner to
    control or coordinate his learning.
  •  
  • AFFECTIVE STRATEGIES
  •  These are the strategies that help to regulate
    the emotions, motivation and attitudes.
  •  
  • SOCIAL STRATEGIES
  • These are the strategies that help learning by
    encouraging interaction with others.

65
DIRECT STRATEGIES
  • A Creating mental
  • linkages
  •  
  • B Applying images
  • Memory and sounds
  • Strategies
  • C Reviewing well
  •  
  • D Employing action

66
DIRECT STRATEGIES (2)
  • A Practicing
  •   
  • B Receiving and sending messages
  • Cognitive
  • Strategies C Analyzing and reasoning
  • D Creating structure for
  • input and output

67
DIRECT STRATEGIES (3)
  • A Guessing
  • intelligently
  • Compensation
  • Strategies
  • B Overcoming limitations in speaking

68
INDIRECT STRATEGIES
  • A Centering your learning
  • Meta-cognitive
  • Strategies B Arranging and planning your
    learning
  • C Evaluating your learning

69
INDIRECT STRATEGIES (2)
  • A Lowering your anxiety
  •  
  • B Encouraging yourself
  • Affective
  • Strategies
  • C Taking your emotional
  • temperature

70
INDIRECT STRATEGIES (3)
  • A. Asking questions
  • Social
  • Strategies
  • B. Cooperating with others
  •  
  • C. Empathizing with others

71
MORNING The strategy Taking a shower
  • Declarative knowledge (what)
  •  This strategy helps a person to take a shower.
  •  
  • Procedural knowledge (how)
  •  The process involved (one condition/several
    actions) in using the strategy ATaking a
    Shower_at_..
  •  If I need help to wake up in the morning and
    start the day off right,

72
Then
  • I need help to wake up in the morning and start
    the day off right,
  • I go to the bathroom,
  • I take a towel, facecloth, soap and anything
    else I might need (shampoo, conditioner, lotion,
    etc.),
  • I put the shower mat in the shower (optional),
  • I get in the shower,
  • I turn on the taps and adjust the temperature,
  • I take my shower (and wash my hair - optional),
  • I sing (optional),
  • I get out and towel myself dry,
  • I clean the shower.

73
Conditional knowledge (when/why)
  • The process involved (several conditions/one
    action) in choosing the strategy ATaking a
    Shower_at_ to wake up and start the day off right.
  •  
  • If It is morning when I open my eyes and
  • If I feel like I am still asleep even after I
    have gotten up and
  • If I have enough time and
  • If There is no one in the bathroom,
  •  
  • Then I choose the strategy ATaking a Shower_at_ to
    wake up and start the day off right.

74
Becoming Strategic in the ESL classroom
  • Module 7
  • RREALS
  • Workshop leaders
  • Nicole Bolduc
  • Ron Mastine
  • Special thanks to Jacquelyne Lord

PowerPoint presentation Ron Mastine
75
Activity 6 Problem solving
76
Problem solving
  • Oral presentation, once.
  • In teams or alone, you have 5 minutes NO
    questions!
  • Answer P-13 individually.
  • Discuss in teams and prepare a summary.
  • Plenary What did not foster learning confidence
    and the development of strategies?
  • Notes? Why?
  • The importance of guiding to use note-taking
    strategies.

77
Solution First clue
  • If the ages of the three children are multiplied,
    the result is 36.
  •  
  • The possible groups of three numbers which, when
    multiplied, give 36 are
  •  
  • A. 36 X 1 X 1 E. 9 X 2 X 2
  • B. 18 X 2 X 1 F. 6 X 6 X 1
  • C. 12 X 3 X 1 G. 6 X 3 X 2
  • D. 9 X 4 X 1 H. 3 X 3 X 4
  •  Since there are several possibilities, a second
    clue is needed.

78
Second clue
  • If I add up the ages, I get the number of windows
    in the building facing us.
  •  When the numbers in each group are added
    together, the results are
  • A. 36 1 1 38 E. 9 2 2 13
  • B. 18 2 1 21 F. 6 6 1 13
  • C. 12 3 1 16 G. 6 3 2 11
  • D. 9 4 1 14 H. 3 3 4 10
  •  Robert asks for a third clue. There can only be
    one reason he does this and that is because there
    are two identical answers, which means that there
    are 13 windows in the building facing him.

79
Third clue
  • My oldest child has green eyes.
  •  
  • First possibility 6, 6, and 1 - This would mean
    that there are two oldest children and not one
    child, so this is not the correct answer.
  • Second possibility 9, 2 and 2 - This is the
    right answer because there is one oldest child.
  •  So, the children's ages are 9, 2 and 2.

80
Whats common (2)
  • Look at the following words and try to determine
    what they have in common.
  •  Work individually and in silence.
  •   
  • strategy
  •  
  • scatterbrained jaywalking shared
  •  
  • flamboyant leapfrog phenomenon
  •  
  • dandelion doggerel overbearing
  •  

81
Animal- words
  • Importance of presentation?- strategies success
  • How to approach the task find the solution?
  • Use of prior knowledge- previous activity, test
    the strategy, use another.
  • Make the importance of strategies explicit.

82
Activity 9 Planning
83
Planning
  • Planning activities that take into account
    strategies and the 3 types of knowledge.
  • Look at a model and analyse one of the
    activities we did.

84
MODÈLE DE PLANIFICATION PÉDAGOGIQUE STRATÉGIQUE
  • SCÉNARIO DE LA TÂCHE D'ENSEIGNEMENT /
    APPRENTISSAGE

85
AVANT
  • Visée(s)
  • a) Énonciation de l'objectif d'apprentissage de
    l'élève
  • b) Intention de l'objectif
  • c) Signification de l'apprentissage pour l'élève
  • - établir un climat de sécurité affective et
    cognitive motivation, attention, concentration,
    participation, ouverture sensorielle, ouverture
    sensitive/affective
  • - rendre l'environnement paisible

86
Préalable(s)
  • a) Valorisation faire prendre connaissance aux
    élèves qu'ils possèdent déjà des savoirs qui
    serviront au nouvel apprentissage
  • b) Procédure de rappel pour l'élève
    remue-méninge, questionnement oral/écrit,
    sondage, évocation mentale, etc.
  • c) Identification des savoirs préalables à
    l'apprentissage (faits, notions, règles,
    habiletés, stratégies, techniques, attitudes,
    aptitudes psychomotrices, etc.)

87
Mise en situation
  • Formuler une mise en situation signifiante pour
    l'élève
  • P-37

88
Mise en marche du projet
  • a) Dégager le choc cognitif et affectif suscité
    par le projet.
  • b) Rappeler la signification (revalorisation du
    projet)
  • c) Deviner ou anticiper les résultats
    d'apprentissage.

89
PENDANT (1-10) P-38
  • 1 Déterminer son rôle de médiation pendant
    l'apprentissage de l'élève (animateur, guide,
    ressource, catalyseur, facilitateur, acteur,
    etc.)
  •  
  • 2 Faire de l'évaluation formative tout au long
    de la démarche d'enseignement/apprentissage
  •  
  • 3 Disposer l'élève à réaliser ultérieurement la
    phase d'évocation mentale après l'apprentissage
  •  
  • 4 Décrire ou rappeler la démarche ou l'étape de
    la démarche d'apprentissage ou de la méthode
    propre à la matière, au besoin
  •  
  • 5 Présenter les notions nouvelles à exploiter
    durant l'apprentissage (connaissances
    déclaratives)

90
PENDANT (6-10)
  • 6 Présenter la ou les tâches d'apprentissage à
    exécuter par l'élève
  •  
  • 7 Décrire/rappeler/expliquer la ou les
    stratégies/procédures qui favorisent
    l'apprentissage ou facilitent la résolution du
    problème particulier à l'apprentissage
    (connaissances procédurales)
  •  
  • 8 Faire connaître la performance attendue de
    l'apprentissage en vue de centrer et de sécuriser
    l'élève.
  •  
  • 9 Organiser l'environnement en fonction de
    l'apprentissage (ressources humaines,
    matérielles, espace, temps, disposition de la
    classe, etc.)
  •  
  • 10 Objectiver pendant l'apprentissage
    (évocation, prise de conscience,
    blocage/déblocage, questionnement, etc.)

91
APRÈS P-39
  • Évocation Représentations mentales
  •  
  • Visuelle comment as-tu vu intérieurement
    tes informations?
  • ou
  • Auditive-verbales
  • comment as-tu vu intérieurement tes
    informations?
  • comment t'es-tu dit intérieurement tes
    informations?

92
Intégration
  • Organiser les nouveaux savoirs (connaissances
    déclaratives, procédurales, conditionnelles,
    schémas, cartes sémantiques, etc.)
  • Faire prendre conscience des réussites et des
    nouveaux acquis de l'élève par des formules
    telles "Tell me.." "Show me..." "Write down
    for me...".
  • Faire expliciter les découvertes tirées des
    nouveaux acquis.
  • Faire appliquer les résultats de l'apprentissage
    à une situation comparable s'il y a lieu.

93
Réinvestissement
  • Fournir une évaluation des résultats de
    l'apprentissage (collective ou individuelle) au
    besoin.
  • Enrichir la signification initiale.
  • Proposer des activités de correction ou
    d'enrichissement, selon le cas et si nécessaire.

94
Analysis
  • Turn to pages P-40 to 42.
  • M.L.T M.C.T.
  • Referential for the model
  • Go to annexe 5, the workshop leaders guide for
    activity 7
  • Read P-43, then use pages P-44 to 46 for the
    activity
  • Share long term plan
Write a Comment
User Comments (0)
About PowerShow.com