Comprendre les Peurs du Passé pour affronter les Peurs du Présent
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Introduction about our reports to national agency and the risk to do divergent rellations of our activities. Check first the schedule (right column) What is a Goal (we have to "target" it) ? According Ralph Tyler (1935), we must ask to ourself 4 questions...
BUT OBJECTIFS INTERMEDIAIRES What is Taxonomy of Bloom ?
It is a well known set of three hierarchical models used to classify educatinal learnind objectives into levels of complexity and specificity.
The cognitive domain (knowledge-based) 1 Remembering Exhibit memory of learned materials by recalling facts, terms, basic concepts, and answers. 2 Understanding Demonstrate understanding of facts and ideas by organizing, comparing, translating, interpreting, giving descriptions, and stating the main ideas (Translation, Interpretation Extrapolation). Questions like: Compare the health benefits of eating apples vs. oranges. 3 Applying Using acquired knowledge. Solve problems in new situations by applying acquired knowledge, facts, techniques and rules. Questions like: Would apples prevent scurvy, a disease caused by a deficiency in vitamin C? The third level of Taxonomy is application. Learners should be able to use information to solve problems, identify connections and relationships and how they apply. It is important for students to be able to use prior knowledge in new situations. For example, a student can be able to apply a method used to their own lives.
About
this three inferior levels, Debates do exist about the superior levels (following items) . For some of specialists, no hierarchy must be done between Analysing, Synthetising and Evaluating. Sometimes it is said Synthetizing is the last degree.
4 Analyzing The next level of Bloom’s Taxonomy is analysis. Analysis is being able to break down information into component parts, and determining how the part relate to one another. An example of analysis is, having students summarize something and then students analyze why certain things happened Examine and break information into parts by identifying motives or causes. Make inferences and find evidence to support generalizations
Questions
like: List four ways of serving foods made with apples and explain
which ones have the highest health benefits. Provide references to
support your statements. 5 Synthesizing Builds a structure or pattern from diverse elements; it also refers the act of putting parts together to form a whole (Omari, 2006). Compile information together in a different way by combining elements in a new pattern or proposing alternative solutions
Questions like: Convert an "unhealthy" recipe for apple pie to a "healthy" recipe by replacing your choice of ingredients. Explain the health benefits of using the ingredients you chose vs. the original ones.
6 Evaluating Present and defend opinions by making judgments about information, validity of ideas or quality of work based on a set of criteria
It does exist too an affective domain.... Emotional based domain : objectives typically target the awareness and growth in attitudes, emoton, feelings.. You have also skills in the psychomotor domain (ability to physically manipulate a tool). Psychomotor objectives usually focus on change or developement in behavior (and/or skills)
Exercises
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WORKSHOPS' ABSTRACTS Click on the picture
to come back to the report Définir un vocabulaire et un agenda communs
semble indispensable pour agir en cohérence. Notamment pour rendre compte sans discordance de notre travail , mais également pour formuler des consignes claires et assigner aux élèves - dans le cadre des mobilités par exemple - des missions congruentes avec nos attentes. Il importe donc de bien distinguer nos buts (finalités du projet, remédiations souhaitées) de nos objectifs (qui les traduisent concrétement) et de poser des objectifs intermédiaires (posant et précisant les compétences à acquérir ou développer) et des objectifs observables (précisant quelles tâches évaluables devront être réalisées en fin de compte). De même, les résultats attendus (lesquels sont logiquement à l'origine de la définition de nos buts) doivent être comparés aux résultats mesurés, donc à l'impact du processus d'apprentissage ; des procédures d'évaluation pertinentes sont donc nécessaires. Ils mesureront l'avancement du projet à chaque étape et l'impact final du Projet en fin de déroulement.
Recommandations about mobility organization : INTEGRATION OF A MOBILITY IN THE PROJECT Goals must be accorded to Projects Goals Impacts and results must be determined before Participants must be selected (learning people) Evaluation Tools must be prepared The skills you want to enhance must be evaluated ex ante Program conception : Results description Pedagogic methodology Day by day schedule time table External helpers Budget During the mobility : make activities and collect witness After the mobility : Evaluation (to check if all goals were targeted) Discuss to meliorate or to valorize MAIN PORTAL * INTERNATIONAL COORDINATION * STUDY TRAVELS * LOCAL ACTIVITIES * BLOG NBE+ |