Teachers, you will not hold in a long optical transmission of knowledge! I just attended a conference for college elbeuvienne agglomeration (cluster's proximity elbeuvien of CREA, technically speaking for a teacher of HG ...). I feared a soothing rhetoric on the common core, its implementation, validation, but I was not at all disappointed with the trip (which was to cross the Seine). The development of Dominique Raulin informed, structured and reinforced my "thinking" and my (early) practices concerning work competency.
Among the ideas that I particularly liked it distinguishes clearly the assessment base (the booklet staff skills) of labor by skill, that to say that the transmission of knowledge is more central to our business, or the wearing of a light necessarily new to students (and we do not mean just the goodwill of teachers to students or their desire to succeed). Dominique Raulin expressed with a freedom of tone of a teacher who recognized and warned casts a critical eye and engaged on the common, but mainly on learning skills, which he places in the heart of current educational issues. I really enjoyed the many anecdotes of the author's metaphor (ha, the lifeguard!), Who made his living and incarnate powerpoint (which makes the simple PowerPoint template that it should be 'every time, not a pauvrepoint ...). Sometimes it is downright digressions [you will know them well in the text].
To resume the author, the task is immense, and to use a song by Jean-Michel Zakhartchouk a colleague trainer CRAP, it must also be humble facing skills. That may be the way to understand the last response to Dominique Raulin questions from the audience ...
Happy reading! Allow time, this item is not suitable for communication blog (it seems it should not exceed 5000 characters ...). This is an account of conference dutifully took but which may perhaps contain approximations. For those who attended, thank you to correct and do not hesitate to respond to this article.
For those who want to know more, this conference is for me also echo the Fall meetings around the CRAP has
ccompagnement education.
I take this conference to enhance my mental map
on teaching skills (resources, discussions ...).
The competency-based approach: what changes?
Conference Dominique Raulin, Associate mathematics, mathematics educators, former program manager in the department, current Director of the CRDP d'Orleans
St-Pierre-les-Elbeuf
November 9, 2010
The actual change is deeper than a simple change of programs. At the heart of change and the teaching profession, learning is more important than ratings.
1. current developments
a) the common core
The new definition of the word "jurisdiction" . Previously, "be capable of. " In the basement, different approach. Polysemy uses of the word.
The seven powers are established by the decree of July 11, 2006, which allows law enforcement. The programs are ministerial orders, such as educational facilities. So in the legal hierarchy, the base outweighs the programs.
skills are " designed as a combination of fundamental knowledge for our time, capacity to implement them in various situations and attitudes essential throughout life ." Amalgam of three terms, repeating a definition of European bodies. France has been a driving force in the construction of this definition (see
Eurydice.org ) so this is not a vision imposed by Europe. The European writers have written in English, but false friends "fitness" brought to
capabilities. Debate whether the French jurisdiction
is a generic term or if it
capacity. The choice was made on the word
jurisdiction. There is a blur.
This definition should put an end to the quarrel between Meirieu Finkelfraut and the latter arguing for the transmission of knowledge. Here, knowledge must be used to do something. Skills but also must be entered in a field of knowledge: did not argue the same meaning in Mathematics and History. Most programs have become references that go beyond school and usefulness, and evoke the interest of skills for everyday citizens. But what is a "fundamental understanding for our time"? Example of the future perfect in CM1? This puzzled the author. Same perplexity for " indispensable throughout life . Who could have imagined in 1920 the skills needed throughout life for today? The advantage of this definition remains in the articulation of three terms to define competencies.
Few laws speak of the school curriculum in France except to go back to Ferry and read, write, count , found in the 7 current skills. In the basement, fundamentals appear (the "sacrament"). Some countries are content, like the England of Thatcher 1985 or Italy, which also sets its programs by law. Our parliamentarians have added scientific and technological culture. In addition to the sacrament, a culture. Of course the humanist culture is heir to the Jesuits, so there is a tradition, but in addition it adds a scientific culture, the less legitimate. This culture must be authorized to exercise citizenship, according to legislators (s.9). Finally, outside of the statute, the last two skills (social and civic initiatives and self) were added by the administration. According to the HCE, one can not blame a student for not having other non- taught if it has effects on its orientation (as in the 3rd class council for example). The skills are to take charge for all students! And this may be difficult to manage.
b) new programs
Most new programs refer to issues of skills and / or abilities (except French, where it is even less explicit in terms of skills in 1996!) . However, the decline in the mastery of the French language led to a proposed new program. Nine million French pupils have experienced French programs applied for 12 years. Programs elementary school crumble completely knowledge. The general education programs Bac Pro also take into account skills. Future programs LEGT: Recommendation of HCE (December 10, 2009) calls for consideration of skills. So it is a profound change that begins even at the university. This is not an ideological choice.
Two Realities:
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we do not know what to teach . After the fall of the Berlin Wall, in 1995-96, we ask that the event enters the school field (D. Raulin). The question that arose was whether it should withdraw! Programs tend to stack and encyclopedic knowledge. Similarly in mathematics with the introduction of statistics. Also in SVT with AIDS. There is no rule dictating the choice of teaching content. What is your discipline? What skills does it bring? These issues simplify program development.
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Until the 1990s, sources of knowledge were the school and families, which is no longer the case today ! We can no longer pretend to be the holders of knowledge. But as you can access the knowledge on the Internet as their ownership differs. He must also know how to use it. That's our job to develop teaching skills. It also changes what goes on in school hours. The priority is no longer the transmission of knowledge in the classroom!
c) a statement that reflects various risk
Trigger: taking into account the DNB. An evaluation problem ... Risks imaginable fill the grids, making the évaluationite , crumble skills. The booklet staff skills is binary, with yes and no, with dates of "acquisition " to complete. In primary, we talk of "being acquired ! [For DR, perplexed by the terms of acquisition, because learning is continuous] Another risk not take into account the common core cross-cutting approach: to maintain the tubular structure . Do not divide the cake but work hand in hand to build capacity. What do we want to educate students?
Track: distinguishing institutional assessment and evaluation (educational) conducted by the teacher and the team of teachers . It should take a look at student work. Not locked into the straitjacket of the base items for the DNB. Not assimilate the changes taking place with the institutional demand.
2. learning
[On the common core, although much dislike, it is a logical result of a consensus.]
a) skills and abilities
[Nobody knows how: need grow field. Not for us old umbrella! On the other hand, the golden age never existed (see F. Buisson). But the field has been identified. It is he who has been cleared and should be implemented]
This is not the first change of programs! But they pose new questions real because:
We ' not teach a skill / ability: it allows students to develop it. If the student does not practice himself, as the Pythagorean theorem, it can not control it. But like the bike, if he does not learn, he will not learn! "The metaphor of lifeguard ( © DR), which is never in the water, and has an outstanding success. There is no point to learn everything out of the water. The teacher should put themselves in the skin of a lifeguard, which places the student in a complex situation, and that is not in place of the student. Finally, in the present teaching, one is faced with the student to swim (or even rowing ...). What interest for the lifeguard to show students that swim well? Concerning the teaching of reading one does not pretend to read. Teachers do not read PC instead of students. Often in high school, we sent home the practical skills . Yet at home there is not always a pool! It's a vicious circle to transform into a virtuous circle. The work sent home reinforces the tension around learning.
b) organization of learning
must equip students activity, the work done in class, for example, make information retrieval to mobilize knowledge. The course dialogue can give the illusion of success and good class participation. In this type of course, the professor - Mason takes the bricks made by students, sometimes abandoning the stones that are not used. The group class is handled. Is accepted that what is interesting for the teacher. No student would have been able to build the wall, but the illusion persists. It has no idea what the student could have done. This is not a collective learning. They have contributed to a collective. Double abuse of teacher and student.
must propose complex, meaningful, which inherently involve a multitude of possible entries . To learn the bike, is there a single method? Should he break the balance of pedaling or braking? The decomposition is ridiculous because it loses the sense of learning. More complex the task, the more likely it is to get into learning. Learning in traditional music (in approved school), we must first learn music theory ... (With review and repetition !!!). In England and USA, we start the instrument directly through experimentation. The necessity of learning music theory then arises. more students are struggling, the task should be more comprehensive, complex . The mono-activity is dangerous and often leads to blockage immediately. The whole is not the sum of its parts. The difficulty is that this task should be complex but accessible.
should not impose a single path. By imposing a route, it could pose an obstacle. [Question from the audience: how to advance a year 6 pupil who does not understand the sentence with complex tasks? - Leap to the complex task to look at what makes the student to bring to progress].
should propose tasks accessible .
must to change the look at student work :
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the Research symptoms
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the symptom analysis : upstream ( their origin), downstream (impact on their future learning). However, we tend to correct errors in the same way consistently. We always strive for perfection when we correct student work. Y would he have an absolute in the intellectual sphere? Can you distinguish what is essential for further studies? Is this the symptom is repeated (a student who does not distinguish the future from the past, for example)?
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The diagnostic : the expertise of the teacher, the place the student in finding the diagnosis.
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The treatment: a new activity
[" You will not hold in a long optical transmission of knowledge . We must understand the logic of educational change.]
c) pitfalls
( Subpart undeveloped due to time )
d) tracks implementation
In each course:
In History and Geography, we can put it all on the same plane, but students do not have the ability to prioritize any content transmitted. What do we want to retain the student in 5th? It is not easy to solve. The example of the activity of reading cards assumes that the student has read a whole book. It is of course unable to quote a phrase p.42. Yet, in progress, we can demonstrate a collective illusion of fundamental knowledge in educated class, the student could regroup. This is not the case in a form of reading, where students will prioritize knowledge, which does not exclude. It need to structure the thinking of students.
Are we able to do? Question that concerns not only the skills of teachers, but also and especially the school structure.
3) Challenges and Opportunities
Barely treated due to time
Paradigm Shifts
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end of a school sanctuary that transmits knowledge
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scientist Professor Professor knowing to learn
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it does not compare between students
Questions from the
'skills do not. We are generalists. "We will find ourselves in the position of doctor facing incurable diseases." Some issues go beyond the issue of education. The present unsatisfactory situation, is the least worst!
[ Brouhaha in the room who obviously can not be satisfied with this answer. But still lack of time, DP can not develop his thought ]
Do not think all change overnight, but start by introducing a change of outlook on the student.
[good there, it was leaving a little in every sense, so I have not noticed any]
End Conference