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Apprendre

séminaire de l'Inspection générale HG, Esen, 9 mai 2012
by

François MULLER

on 29 November 2014

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Transcript of Apprendre

Conclusion
Quelle serait la spécificité de telle ou telle discipline ?
Une pratique d'enseignement dans ses approches, contenus, outils, dispose-t-elle d'atouts pour les élèves pour mieux apprendre ? les tice, pour le prof ou pour les élèves ?


Mots-clefs:
apprendre, processus, système
coopération, collaboration, réseaux
analyse, réflexivité, régulation
reliance, interdisciplinarité, inter-degré, ponts
accompagnement, soutien, valorisation, mutualisation, échanges, déprivatisation
une chose en plus...
trends des tice
Apprendre
serait-elle
la bonne question ?
Dans quelle mesure ce qui s'appelle innovation, avec ou sans numérique , en France correspond à des processus de développement professionnel des enseignants, pour peu que l'éco-système soit lui-même impliqué dans le changement, à moins d'être "disruptive".
Le propos s'appuiera sur des acquis de la recherche internationale orientée sur le learning (élèves et enseignants) et l'effective pedagogy, complétée par quelques éléments de prospectives en éducation et tice et par l'analyse des expérimentations en France.

Apprendre
qu'en dit-on ?
conduite du changement en éducation
Apprendre, çà s'apprend
Issues about practices, organization, power, identities, culture
Talking about leadership
And doing nothing
What organization do you work ?
Then,analyze the level of change for you
B
A
H
G
F
E
D
C
Upgrading practices, organization, power, identities, culture
Teacher’s activities and responsabilities in Europa
Building cooperatively the leadership mind map
Reading this leadership map, can you identify three things that you know how to do well but also three things that you would like to do in order to develop your effectiveness.? based on the work of the IFE conference, April 2012 ed.. François MULLER, DGESCO-DRDIE, trad. Ruth BOURCHER
being reactive
interacting
consulting
daring
contributing, collaborating
explaining
taking risks
deciding
sharing responsibilities
using go-betweens
Communicating with the environment
Rethinking together ways of operating
taking risks
creating a new organisation
bringing coherence to practice
Opening up to the outside world
creating links
analysing
observing
measuring
taking responsibility
satisfying
self-evaluating
distributing
mobilising
supporting
delegating
uniting
catalysing
re-orientating
valuing
accompanying
conducting
communicating
innovating
planning
being in charge
being able
building
organising
experimenting
Transformations in organisation of schools
Leadership,
The other way of improving the quality and effectiveness in education
Regulating
Committing to and engaging in a process of cooperation
Promoting and participating in professional development
Focusing on improving results
Promoting
a vision
self-assessing

« taking small steps  »
Putting in place
directing
studying the effects
Full transcript