The agenda includes the implementation of the common foundation and educational changes it introduces. This intervention follows a first conference Dominique Raulin which I reported in a post long and commented on this same space, " Teachers, you will not hold long in an optical transmission of knowledge .
I again chose to borrow a phrase aside from the author title of this post, not so much that she would summarize his thought - because the question put to him by a student - but for his part provocation that challenges us on the meaning of learning school.
Here are notes that incorporate the content of his speech, followed by a brief assessment of the implementation of the basement in our establishment:
The common
Recall the definition of "official" competence, combining knowledge, skills and attitudes.
debate skills vs. knowledge is closed. It is now clear that we must develop both. Our job is to articulate the knowledge, attitudes and abilities in our teachings. Management capabilities is the only novelty. Capacities are all written in from a verb. Dominique Raulin (DR), attitudes are probably the correct answer to the question of meaning: "what's the point?" For example, a student who asks "What use to study a Molière's play today? "Advantage: get out the base of strict logic of academic knowledge.
Following the common core, the programs are evolving in a fundamental way:
- by an inversion of the relative importance given capabilities and knowledge
- by the assertion of a comprehensive training: the complementarity of inputs disciplinaryis inevitable evolution without a bunker.
DR evokes the sense of producing new curriculum, showing how the programs will consist of history, with a group of experts including universiatires, IPR, and colleagues. With the common core, one escapes the logic of disciplines with a global vision. Then, one wonders about the role of disciplines in the acquisition of these skills. It's a novelty and this approach makes more sense. We first consider the global (the base) instead of agglomerating the sum of disciplinary knowledge.
The problem is not an ideological problem (cons knowledge skills). There is no absolute criterion in the choice of teaching content (eg the introduction of children's literature in the face of French classical literature). In addition, there strictly need the school to access knowledge , including Internet media (which is not without problems). Our priority is no longer the mere transmission of knowledge . Candidates rush to the ferry on the Internet. "Going online to learn a skill, I'd like to see." The system must train to acquire skills.
Pedagogic
risk: while focusing on the evaluation
Our mission is to teach and not just to prepare the examination. The absence of targets identified in the program raises questions about the role of teachers. DR list of possible misuses in the implementation of the base:
- An item = at least one written test
- évaluationnite the "acute" . Bewilderment experienced by the pedagogy by objectives, established in vocational education in the 1970's.
- the crumbling, work single- objectives. What is too much in primary education. Many of these studies are meaningless. The apparent objectivity is reassuring.
- the marginalization of issues of learning is due to the first three points above.
Being a teacher is to guide children in learning and not evaluate them constantly. The heart of the business, they are learning, fun to understand and communicate . We do not want to spend our time evaluating. By dint of focusing on assessments, neglecting issues of learning.
The key issue is that of learning: the assessment must be incorporated to reflect on learning and not be the central concern.
Reality
This is not the first changes programs or educational content.
Obvious
not taught as a capacity brings knowledge, we can expand it.
The metaphor of a lifeguard is taken (see Article previously cited). For learning to read, it is the same: the student must agree to enter the pool reading. The higher up the grades, the less we ask them to do. It should be possible in the position of lifeguard! Our business is the ability to develop students' skills, to acquire knowledge. We must invent the learning protocols.
We do not / can not do instead of the student. Topaz is effect, told by Pagnol (dictated by pronouncing the-s to the students the notes). Teachers are often in effect Topaz (Hussar of the Republic). Sometimes we give too many crutches instead of giving a more comprehensive set.
Another highlight ...
- Knowledge belongs quite naturally to a field identifiable to school discipline.
- Capacity is not a single discipline: its development through the complementary approaches disciplinary . DR says that recovery skills on a particular discipline does not epistemological.
The ongoing transformation is not a challenge to the disciplinary identities
banalities ...
- a student can do something that from what he can do
- to put a student at work, you must know what he can do. The evaluation serves this purpose, to control our learning.
- must therefore abandon the principle of the tabula rasa that is not only worth learning that led to the school. We're not the only ones who know how to learn. The school is not the only place, not the only vector.
It is necessary to resort to a practice of positioning .
A practical summary of the evaluation is necessary
- is based on observation of students (working): it is subjective. The agreement with Prof. example seems to be a fundamental criterion is subjective ... and even emotional. The idea of complete objectivity in the classroom is false.A three-step procedure :
- the identification of symptoms and their frequency
- analysis of symptoms: upstream, the search for causes; downstream consequences on future learning . The diagnosis . Beware of standards as to consider a student who CE1 does not master the additions is a student at bay. More students were drowned in knowledge, neglecting the structure. Our programs lack these structural elements.
- The new activity: the treatment
county is wary of the term evaluation, diagnosis because it is the teacher who made the diagnosis (same difference between the thermometer and analysis of physician).
This symptoms-diagnosis-treatment is a revolution.
end of the intervention masterful
In a second part, the college's teaching staff have thought about implementation of a teaching skills as well as communication around the base for families and students.
Regarding work skills, after the clarification of Dominique Raulin, we wondered what to do: how to handle this common? By booklet (LPC) to validate the end of the third, we allocations items? This does not seemed interesting or productive. We took the question of the base upside down, or should I say in the right direction, trying to answer a question: what do we expect a student at the end of the sixth? Each colleague has reflected and listed alone or in teams, three major disciplinary skills, as well as three general skills, cross, a student must master end of the cycle of adaptation. The idea was to take a photograph of our expected a more or less fuzzy as it was not so much an inventory full, accurate and well made as we collectively realize the scope of our teachings college. The observation that one can draw is that firstly, although the limited number of core competencies to develop, we are demanding with students and we share many common points on skills like everything about understanding and compliance with instructions, oral and written expression, teamwork, or the knowledge to extract information from a document .
The collective reading of our expected was discussed and commented by Dominique Raulin which I will book again taking notes.
We must now make the connection between what we did and LPC, to see what overlaps. DR raised the issue of guidelines: which protocol learning being put in place when the student does not master not a skill? The relentlessness with pedagogical example additional exercises in mathematics. What solutions to the student who does not start? It is also seen that the problem of understanding the instructions may be very different, starting with the fact that the student has not been paying attention ... It is therefore to study the frequency of observation in the failure of the student before making a diagnosis and send a student support or PPRE. I also raised the issue of deposit led too, leaving no room for the intellectual journey of the student, or even error. DR recalled the opposite risk of falling into an absolute relativism. Students need to have a reference model (eg to tell the narrative pattern) and baselines.
For DR, the direction we have taken is playable. The question arises cursor our requirements well. A more detailed work is still to be undertaken.
In conclusion, DR pointed to an issue of concern: the issue of notes. A 15/20 is judged satisfactory by all. But what is hidden is terrible what's missing to 20: is this fundamental or anecdotal? The note does not see it. In a logical assessment of competency, the finding becomes clear. Parents are therefore accountable. Are there any incurable diseases in terms of skills for students? We will be faced with harsh realities. This will require putting in place tools to create as a teacher. We must also bear in mind that this approach APC (Skills-based Approach) will work for perhaps 90% of students. Two-three students in class problem will not be affected, will not want to get in the discipline. This is a second question. In
balance, Dominique Raulin wishes not to the common core gas plant, avoiding the obsession of monitoring. But he recommends that we remain on standby in terms of attitudes. The LPC is a goal. The question remains: how to achieve these goals?
Small personal assessment
The intervention of an expert on the subject, outside the institution, familiar with the institution, which it arose, but with experience and perspective that allow him to take a look at the current educational trends, is essential to clarify the issues and dissolve unfounded fears about the base. This does not mean that everything is played or is everything moving in its implementation. How, indeed, by structuring the learning skills in 6th? How to validate the base and ultimately the LPC without being reduced to check the cross? Should we abandon the notes, or alternatively, how to reconcile them with the skills approach? What proportion and what forms should be given to the evaluation? to "cure"? Tracks are taking shape.
interest last of this half-day is also to bring out these issues critical to our business and to create a dynamic group setting to take over the base so smart and collectively. Why the sense of learning that it would affect students?
And for me, he must study Molière because before anything else, his plays are funny.
0 comments:
Post a Comment