Title: Becoming Strategic in the ESL classroom
1Becoming Strategic in the ESL classroom
- Module 7
- RREALS
- Workshop leaders
- Nicole Bolduc
- Ron Mastine
- Special thanks to Jacquelyne Lord
PowerPoint presentation Ron Mastine
2L'enseignement stratégique?
3Démarrage
- Strategies?
- Define?
- Use strategies?
4Whats common?
- Look at the words below and try to determine what
they have in common. - Â Work individually and in silence.
- Â indefinite
- monopoly
- hijack
- astute abcess first
5Whats common?
- Look at the words below and try to determine what
they have in common. - Â Work individually and in silence.
- Â abcess
- indefinite
- hijack
- monopoly
- first
- astute
How did you tackle this activity? Or What
strategies did you use?
6Quelques 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) - Â 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) - Â 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)
7QUESTIONS (P-2)
- Alone, in teams and then as a group
- Â 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? - Â
- Â 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
8General 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
9Introduction 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?
10Team 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)
12Team Crossword
- Crossword strategies used?
- Importance of going over and sharing winning
strategies. - Go over chart answers and additions.
13Team Crossword
- Roles .. The learners job
- Learn the verb
- Correct
- Helping the students do their job.
Teacher Student
14Personal 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)
17Personal 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
18The 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.
19Cerveaux P-17
CORTEX
Classroom Examples?
Answer and discuss P-16, refer to P-17 18.
REPTILIEN
LIMBIQUE
20Droit
interprétation créativité (P-19 P-21)
21Gauche
Logique
22Récepteurs
P-22
23Évoquer
P-23
24récepteurs
- 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
26Memory
- Read La mémoire on P-26, underlining
essentials. - Which reading strategy?
- Skimming découverte
- Choices Which Why?
- Last paragraph teachers role
- Current memory aids used.
27ARCHITECTURE 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
28Memory
- 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.
30Knowledge
- Types of knowledge
- Â I dont know WHAT to do!Â
- What, how, when and why
- Look at types of knowledge from J. Tardif, Pour
un enseignement stratégique
31Les connaissances déclaratives - quoi? (P-29)
- Les connaissances déclaratives représentent
- les savoirs
- les faits
- les concepts
- Â
- Elles se présentent sous la forme dun réseau de
connaissances - organisées,
- hiérarchisées,
- interreliées.
- Â
- Plus ce réseau est vaste et organisé, plus il
permet dinterpréter, de comprendre et
dapprendre (réseau, schéma, carte sémantique,
images).
32REPRÉSENTATION(1) PROPOSITIONNELLE(2) DUN FAIT
- Â PHRASE (P-29)
- Â 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.
33Les 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)
34Comment (2) Si je veux rédiger un texte narratif
- Â
- 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. - Â (Tardif tableau 7, p. 184)
- 1. Productionnelle ce qui se rapporte à une
séquence dactions.
35Les 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)
36REPRÉSENTATION PRODUCTIONNELLEDE LA
RECONNAISSANCE DUN CHIEN
- (plusieurs conditions/une action)
- Â
- 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.
- Â (Tardif tableau 8, p. 197)
37LISTENING
- The strategy Taking notes (P-32)Â
- 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. - Â
- 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.
38If 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.
39Conditional 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. - Â If I must retain the information presented in
an oral text and - If I must write it down in a clear and orderly
fashion, - Â Then I choose the strategy ATaking notes_at_ to
retain the information presented in an oral
text..
40READING
- The strategy Asking for clarification or
verification (P-33) - Declarative knowledge (what)Â
- 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. - Â
- 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.
41If 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...?"
42Conditional 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. - Â
- 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 - Â Then I choose the strategy AAsking for
clarification or verification_at_ in reading
comprehension in English.
43WRITING
- The strategy Planning for a language task
(P-34) - Declarative knowledge (what)
- Â 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.
44If 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.
45Conditional 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 - Â Then I choose the strategyAPlanning for a
language task_at_ to carry out a writing task.
46SPEAKING The strategy Using a circumlocution
- Declarative knowledge (what) (P-35)
- Â
- This compensation strategy allows the learner to
communicate an oral message in English even
though some of the pertinent vocabulary is
missing. - Â
- Procedural knowledge (how)
- Â
- The process involved (one condition/several
actions) in using the strategy ?Using a
circumlocution_at_. compensation
47If I want to communicate
- an oral message in English and I do not have all
the vocabulary required to do so, - Â 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.
48Conditional 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
49Strategies
- 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.
50Retour
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
51Using 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
52Wrap-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.
54Becoming 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
55Une 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
56Pour 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
57Strategies 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
58Learning 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.
59Learning 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
60Language 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.
61Language 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.
62DIRECT 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
63DIRECT STRATEGIES
- MEMORY STRATEGIES
- These are the strategies that help the learner to
memorize information and locate information. - Â
- COGNITIVE STRATEGIES
- These are the strategies that help the learner to
understand and to produce new language by using
different structures. - Â
- 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.
64INDIRECT STRATEGIES
- METACOGNITIVE STRATEGIES
- These are the strategies that help the learner to
control or coordinate his learning. - Â
- AFFECTIVE STRATEGIES
- Â These are the strategies that help to regulate
the emotions, motivation and attitudes. - Â
- SOCIAL STRATEGIES
- These are the strategies that help learning by
encouraging interaction with others.
65DIRECT STRATEGIES
- A Creating mental
- linkages
- Â
- B Applying images
- Memory and sounds
- Strategies
- C Reviewing well
- Â
- D Employing action
66DIRECT STRATEGIES (2)
- A Practicing
- Â Â
- B Receiving and sending messages
- Cognitive
- Strategies C Analyzing and reasoning
- D Creating structure for
- input and output
67DIRECT STRATEGIES (3)
- A Guessing
- intelligently
- Compensation
- Strategies
- B Overcoming limitations in speaking
68INDIRECT STRATEGIES
- A Centering your learning
-
- Meta-cognitive
- Strategies B Arranging and planning your
learning -
- C Evaluating your learning
69INDIRECT STRATEGIES (2)
- A Lowering your anxiety
- Â
- B Encouraging yourself
- Affective
- Strategies
- C Taking your emotional
- temperature
70INDIRECT STRATEGIES (3)
-
- A. Asking questions
- Social
- Strategies
- B. Cooperating with others
- Â
- C. Empathizing with others
71MORNING The strategy Taking a shower
- Declarative knowledge (what)
- Â This strategy helps a person to take a shower.
- Â
- Procedural knowledge (how)
- Â The process involved (one condition/several
actions) in using the strategy ATaking a
Shower_at_.. - Â If I need help to wake up in the morning and
start the day off right,
72Then
- 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.
73Conditional 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. - Â
- 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,
- Â
- Then I choose the strategy ATaking a Shower_at_ to
wake up and start the day off right.
74Becoming Strategic in the ESL classroom
- Module 7
- RREALS
- Workshop leaders
- Nicole Bolduc
- Ron Mastine
- Special thanks to Jacquelyne Lord
PowerPoint presentation Ron Mastine
75Activity 6 Problem solving
76Problem 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.
77Solution First clue
- If the ages of the three children are multiplied,
the result is 36. - Â
- The possible groups of three numbers which, when
multiplied, give 36 are - Â
- 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
- Â Since there are several possibilities, a second
clue is needed.
78Second clue
- If I add up the ages, I get the number of windows
in the building facing us. - Â 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
- Â 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.
79Third clue
- My oldest child has green eyes.
- Â
- 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. - Â So, the children's ages are 9, 2 and 2.
80Whats common (2)
- Look at the following words and try to determine
what they have in common. - Â Work individually and in silence.
- Â Â
- strategy
- Â
- scatterbrained jaywalking shared
- Â
- flamboyant leapfrog phenomenon
- Â
- dandelion doggerel overbearing
- Â
81Animal- 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.
82Activity 9 Planning
83Planning
- 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.
84MODÈLE DE PLANIFICATION PÉDAGOGIQUE STRATÉGIQUE
- SCÉNARIO DE LA TÂCHE D'ENSEIGNEMENT /
APPRENTISSAGE
85AVANT
- 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
86Préalable(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 Ã
l'apprentissage (faits, notions, règles,
habiletés, stratégies, techniques, attitudes,
aptitudes psychomotrices, etc.)
87Mise en situation
- Formuler une mise en situation signifiante pour
l'élève - P-37
88Mise 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.
89PENDANT (1-10) P-38
- 1 Déterminer son rôle de médiation pendant
l'apprentissage de l'élève (animateur, guide,
ressource, catalyseur, facilitateur, acteur,
etc.) - Â
- 2 Faire de l'évaluation formative tout au long
de la démarche d'enseignement/apprentissage - Â
- 3 Disposer l'élève à réaliser ultérieurement la
phase d'évocation mentale après l'apprentissage - Â
- 4 Décrire ou rappeler la démarche ou l'étape de
la démarche d'apprentissage ou de la méthode
propre à la matière, au besoin - Â
- 5 Présenter les notions nouvelles à exploiter
durant l'apprentissage (connaissances
déclaratives)
90PENDANT (6-10)
- 6 Présenter la ou les tâches d'apprentissage Ã
exécuter par l'élève - Â
- 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) - Â
- 8 Faire connaître la performance attendue de
l'apprentissage en vue de centrer et de sécuriser
l'élève. - Â
- 9 Organiser l'environnement en fonction de
l'apprentissage (ressources humaines,
matérielles, espace, temps, disposition de la
classe, etc.) - Â
- 10 Objectiver pendant l'apprentissage
(évocation, prise de conscience,
blocage/déblocage, questionnement, etc.)
91APRÈS P-39
- Évocation Représentations mentales
- Â
- 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?
92Intégration
- 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.
93Réinvestissement
- 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.
94Analysis
- 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