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LLED 325

LLED 325. 20 novembre 2013. Aujourd’hui. 13h00 Stratégies de Core French (Ontario + NVSD) Principe 9 : La planification et l’évaluation favorisent l’apprentissage d’une langue Planification à rebours ( Understanding By Design ) Les buts de l’évaluation (revue)

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LLED 325

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  1. LLED 325 20 novembre 2013

  2. Aujourd’hui • 13h00 Stratégies de Core French (Ontario + NVSD) • Principe 9 : La planification et l’évaluation favorisent l’apprentissage d’une langue • Planification à rebours (Understanding By Design) • Les buts de l’évaluation (revue) • Explication du travail indépendant pour le cours de 325 • Séquence de leçons (unité) • Grille d’évaluation

  3. Discussion en groupes Quelles étaient les stratégies importantes/efficaces que vous avez remarquées dans la leçon de FLS 6e année? Notez-les sur une feuille. En visionnant ce segment de vidéo qui montre une classe de 4e année (débutants) notez (avec un ✔) si vous voyez les mêmes stratégies. Si vous voyez de nouvelles stratégies ajoutez-les à votre liste. Mettez un «  » à côté des stratégies qui seraient aussi appropriées dans une classe d’immersion française.

  4. http://www.curriculum.org/fsl/projects/on-est-capable-on-peut-se-parler-en-francais-et-on-aime-ca/dash/play/22672http://www.curriculum.org/fsl/projects/on-est-capable-on-peut-se-parler-en-francais-et-on-aime-ca/dash/play/22672

  5. La planification et l’évaluation traditionnelle… • Une bonne préparation pour le monde réel? • http://www.youtube.com/watch?v=dY2mRM4i6tY&sns=em

  6. Teaching & Learning for Understanding

  7. La planification et l’évaluation • Planification des leçons – composantes (révision) • Thème/Buts/Objectifs d’apprentissage • Durée, Ressources • Etapes, stratégies d’enseignement et d’apprentissage • Évaluation • La planification à rebours – une autre façon de planifier inspirée par les auteurs de Curriculum by Design (Grant Wiggins et Jay McTigue)

  8. La planification à rebours http://www.youtube.com/watch?v=dSSeuem6BLA 2005 2013

  9. “To begin with the end in mind means to start with a clear understanding of your destination.” S. Covey The 7 Habits of Highly Effective People

  10. La planificationàrebours “Deliberate and focused instructional design requires us to make an important shift… The shift involves thinking a great deal, first, about the specific learnings sought, and the evidence of such learnings, before thinking about what we, as the teacher, will do or provide in teaching and learning activities.”

  11. Backward Design Model – 3 Stages 1. Identify desired results 2. Determine acceptable evidence 3. Plan learning experiences and instruction

  12. La planification à rebours 3 Étapes

  13. Learning For Understanding Three different but interrelated goals: • For students to acquire important information and skills • For students to make meaning of that content • For students to effectively transfer their learning to new situations both within school and beyond it Wiggins & McTighe (2008). Putting Understanding First. ASCD.

  14. “Les péchésjumeaux” de la planification • La planificationaxéesur les activités (Activity-Oriented Design) “Birthday Party Approach” 2. La planificationdans le but de couvrir le programmed’études (Curriculum Coverage) “Marching through the textbook”

  15. Concept-Based Instruction: Results in higher-level, integrated thinking Timeless, universal, and abstract Forces students to think about topics and facts in terms of their transferable significance (cross-curricular) Allows flexibility to allow students to search for and construct knowledge Topic-Based Instruction: Holds learning to a fact or activity level Topical Theme Instruction (e.g., Plants, Dinosaurs, Japan, Penguins) Has short term use – to cover an event, issue, or set of facts Increases the overloaded curriculum L’instructionbaséesur les concepts vs. l’instructionbaséesur les sujets Erickson, L. (2008). Stirring the head, heart and soul: redefining curriculum, instruction, and concept-based learning. p 30 - 41

  16. BEFORE UbD Look at the Grade 3 Social Studies unit Which of the “twin sins” are represented in this lesson? AFTER UbD Discuss the changes evident in the lesson after “Backward Design” has been applied Pioneer Life: Lesson Make-Over

  17. Meaningful Use of PLOs Danger of coverage mentality or ‘activity-driven’ curriculum Prioritizing important – not all PLOs are created equal! Clarity of goals and Big Ideas essential for success

  18. Establishing Curricular Priorities Worth being familiar with Important to know and do Big Ideas and Enduring Understandings

  19. BIG IDEAS (thèmes) • An abstract and transferable concept, theme, theory or process • At the heart of the subject or topic • Important, enduring and transferable • The ‘building blocks’ of understanding • Help ‘connect the dots’ of fragmented lists of PLOs

  20. ‘Big Ideas’ • L’adaptation • La transformation • L’énergie • L’exploration • La liberté • La culture • La justice • L’égalité • La migration • Les modèles, les régularités • Le pouvoir • La résolution de problèmes • La révolution • Le conflit • Good vs. Evil

  21. Unpacking the Learning Goals (PLOs) • PLOs imply BIG IDEAS • Look carefully at the nouns, adjectives and verbs in the PLO • The nouns and adjectives indicate the implied BIG IDEAS that will be used to create an Enduring Understanding

  22. You’ve got to go below the surface… …to really uncover the big ideas!

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