ORFEE2.0 Open Repository For Educational E-prints (HEP Vaud)
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Renforcer l'apprentissage du français langue étrangère grâce à la didactique intégrée des langues : une nouvelle recherche empirique en Suisse
Get PDFL’apprentissage des langues est un phénomène intégratif, où chaque nouvelle langue
en cours d’apprentissage s’insère dans un réseau cognitif préexistant. Développée depuis une vingtaine d’année à partir de ces considérations, la didactique du plurilinguisme a fait l’objet de nombreuses publications théoriques et propositions pour
les cours de langue, mais n’est pas toujours mise en place en milieu guidé. Cela peut en partie s’expliquer par son manque d’assises empiriques. Dans cet article, nous présentons une étude transversale présentement menée au lycée en Suisse alémanique ayant pour but de documenter l’implémentation d’activités plurilingues en cours de français L3. Nous nous concentrons ici sur la méthodologie employée. A l’aide d’un design de méthodes mixtes, nous cherchons à mesurer les effets de la didactique du plurilinguisme sur la conscience qu’ont les apprenan·te·s de leur apprentissage du français, nécessaire pour un apprentissage efficace. Notre objectif de recherche d’attester empiriquement des effets théoriquement positifs d’une didactique fondée sur une conception dynamique et décloisonnée de l’apprentissage des langues.Language learning is an integrative phenomenon, in which each new language fits into a pre-existing cognitive network. The didactics of plurilingualism has been developed over the last twenty years on the basis of these considerations and has been the subject of numerous theoretical publications along with proposals for language courses, but it has not always been implemented in schools. This can be partly explained by its lack of empirical basis. In the present article, we present a cross-sectional study currently being conducted in secondary schools in German-speaking Switzerland, which aims to document the implementation of plurilingual activites in L3 French classes. We focus here on the methodology employed. Using a mixed-methods design, we aim to measure the effects of the didactices of plurilingualism on learners' awareness of thier learning of French, which is necessary for effective learning. Our research objective is to empirically attest to the theoretically positive effects of a didactic approach which is based on a dynamic and decompartmentalized conception of language learning
Type of talk during a lesson study: How do they contribute to the construction of mathematical knowledge for teaching problem-solving?
No full textThis research aims to analyse the type of mathematics problem-solving knowledge for teaching used when primary school teachers work collaboratively in a lesson study process and examine how dialogic interactions contribute to knowledge construction.
Eight meetings during one LS cycle of a group of eight Swiss primary teachers were video recorded, transcribed and coded with the help of qualitative data analysis software. This analysis is conducted by crossing theoretical frameworks from two fields in education: mathematics education and dialogic analysis. The mixed-method uses quantitative analysis with Markov chains and cross-tables, as well as qualitative analysis at micro-, meso- and macro-levels.
The WALS2023 presentation will briefly present the types of knowledge, the types of dialogic interactions and the types of talk that were considered. The presented result will include the succession of interactions, the succession of knowledge appearing in the dialogue and the particularity of the facilitators and of the teachers. It will mainly focus on the type of talk, particularly the exploratory talk, and its evolution along the meetings, contributing to the development of mathematics problem-solving knowledge for teaching
"What if we start planning the lesson by planning the blackboard for the whole class discussion?”
No full textIn this presentation, we explore and demonstrate the process undertaken by a Swiss lesson study group of Grade 3-4 schoolteachers, who embarked upon a lesson study centred around additive word problem solving. The key focus of their investigation lay in planning both the blackboard presentation and the "mise en commun" stage. This deliberate choice prompted the group to employ the utilisation of tape diagrams and initiated a transformative shift from a mere "presentation of individual solutions" to an intricate "dialogue encompassing diverse representations and problem-solving approaches" close to the Japanese “neriage”. Consequently, both educators and students experienced a change in how the teachers and students consider this type of problem and in the way they consider the “mise en commun” moment
Das agir littéraire als Lehr- und Lernziel der Literaturdidaktik
No full textDer Beitrag versucht zu erläutern, was genau Literatur verstehen bedeutet. Dafür wird zuerst das methodisch-didaktische Konzept agir littéraire (Fivaz, 2023) definiert. Es erlaubt, Komponenten des traditionellen Literaturunterrichts mit dem handlungs- und kompetenzorientierten Literaturunterricht zu vergleichen und zu präzisieren. Dann wird ein Beispiel aus der Praxis in einem Gymnasium erläutert. Daraus ergibt sich einer Charakteristik der Merkmale eines kompetenz- und handlungsorientierten Unterrichts in Übereinstimmung mit aktuellen Vorgaben in Lehrplänen. Es wird gezeigt, wie die Schüler*innen eine literarische Kompetenz entwickeln können
How does a Japanese primary school teacher manage the whole-class discussion named neriage?
No full textThis study aims to understand how Japanese teachers design tasks and manage instruction during the whole-class phase, named neriage, to create an opportunity for students to collectively develop logical thinking. We situated our study within a French theoretical approach, called the Double Approach (both didactical and ergonomical), to characterise teachers’ practices through the analyses of students’ activities in the classroom and teachers’ activities inside and outside the classroom. We conducted qualitative analyses of a Japanese primary school teacher’s practices in the context of lesson study. The analyses focus on teacher’s choice of tasks (cognitive component) and her interventions during the whole-class phases (mediative component). The purpose was to clarify the global coherence between the macro level—teacher’s choices for the sequence of lessons according to a global project—and local level—teacher’s interventions during the whole-class phase of neriage for a lesson. The results of the analyses show key elements of teacher’s practices, specifically, the control of the value of different didactical variables for the tasks proposed in the sequence of lessons and for the teacher’s interventions with additional sub-tasks and questions during the neriage phase.FN
Evaluating an inclusive program for promoting equal-status participation in classrooms with high sociolinguistic diversity: diversity valuation and multilingual cooperative activities
Get PDFIntroduction: The inclusion of students with diverse heritage languages is an emerging issue in all OECD countries due to the global rise in international migration. With regard to their large cultural and linguistic heterogeneity, primary school classes in the French-speaking region of Switzerland are extraordinary grounds to develop inclusive teaching in context of high diversity. This research-action aims to enhance students’ status among their peers and promote equal- status participation in academic activities in such classes. The research perspective focuses on valuing diversity within classes and emphasizing students’ linguistic competence through cooperative activities.
Methods: The tested inclusive program places value on linguistic diversity and proposes multilingual cooperative activities that involve students’ family languages and require the contributions of all students. The research was conducted over the course of a school year, involving 3rd-4th grade students. It compared the evolution students’ status among peers (being chosen as a groupmate for play and work) from the beginning to the end of the school year in four classes with the inclusive program (N=77) and four control classes without the inclusive program (N=62).
Results: The results indicated expected changes in status: status increased in classes with the inclusive program, while it decreased in classes without the program. Moreover, the intervention specifically supported the status of vulnerable pupils. In classes with the inclusive program, students with initially low status experienced the greatest improvement, whereas in control classes, there was no correlation between initial status and changes in status. At the beginning of the school year, across all classes, students with low status participated passively, experiencing higher levels of exclusion and displaying more discrete behavior, highlighting potential initial status-problems issues. This pattern persisted in control classes without the inclusive program, where low-status students were more likely to remain passive, while initially high- status students were more likely to become leaders. In contrast, with the inclusive program, the relationship between status and participation diminished by the end of the year.
Discussion: These findings suggest that the inclusive program contributed to reducing status-related problems and promoting more equal-status participation
Storia, formalismo e insegnamento: i numeri naturali
No full textQuando si pensa alla matematica, uno dei primi oggetti di studio che viene in men- te è il numero. Assieme a grandezza e forma, quello di numero è infatti uno dei più antichi concetti matematici, il cui sviluppo ci accompagna fin dalla preistoria, pro- babilmente da circa 300.000 anni (Boyer, 2009). Si tratta di una nozione che è stata centrale per lo sviluppo culturale e tecnico dell’essere umano ed è anche uno dei concetti fondamentali dell’insegnamento della matematica a scuola. Abbiamo quin- di deciso di proporre ai lettori una miniserie di articoli sui diversi insiemi numeri- ci, partendo dai numeri naturali fino ad arrivare ai complessi, offrendo un riassun- to essenziale dello sviluppo storico, della formalizzazione matematica e di alcune considerazioni didattiche. In questo numero di Archimede, cominciamo con i numeri naturali. La parte didattica interessa principalmente la scuola dell’infanzia e i primi anni di scuola primaria
Teacher competencies in sustainability education : a spotlight on three discussion points
Get PDFDie vorliegende Publikation greift ausgewählte Fragen zur Gestaltung der Lehrerinnen- und Lehrerbildung sowie zur Positionierung von Pädagogischen Hochschulen in der Schweiz auf. Die Beiträge thematisieren Inhalte und Strukturen der Lehrerinnen- und Lehrerbildung, die Zusammenarbeit mit dem Berufsfeld oder Möglichkeiten der Profilbildung, diskutiert werden Überlegungen und Anregungen zur Weiterentwicklung dieses noch jungen Hochschultypus
Quelle identité pour l’école inclusive ? Quand le besoin éducatif particulier devient l’indicateur de la diversité
Get PDFL’articulation des finalités managériales et de la justice scolaire dessine un nouveau cadre normatif pour l’école. Devant le constat récurrent de l’inégalité des chances, les politiques éducatives tentent d’y apporter une réponse en développant différentes conceptions de l’accessibilité de l’environnement éducatif. La performance scolaire, l’autonomie dans la gestion des ressources et l’efficacité pédagogique sont ainsi érigées en tant que garantes du droit à l’éducation. Dans l’optique de mieux comprendre les approches publiques de la diversité à l’école se fondant sur la rhétorique du besoin éducatif, cet article s’intéresse au Concept 360° du canton de Vaud en Suisse qui fixe les principes d’une école à visée inclusive pour la scolarité obligatoire. Il vise à appréhender la tentative de reconfiguration de l’espace public éducatif local à la lumière des orientations internationales. L’article discute les significations proposées et les risques des logiques de catégorisation adoptées pour les acteurs et actrices de l’école.The articulation of managerial purposes and school justice draws a new normative framework for the school. Faced with the recurring inequality of opportunities, educational policies attempt to provide a response by developing different conceptions of the accessibility of the educational environment. Academic performances, autonomy in resources management, and pedagogical efficiency are held as measure of the right to education. With the goal of better understanding public approaches to diversity at school, based on the rhetoric of special educational needs, this article focuses on the Concept 360° approach in the canton of Vaud, Switzerland. Concept 360° sets out the principles of a school with an inclusive aim for compulsory education. This article tries to understand the attempt to reconfigure the local public educational space in the light of international trends. This article also discusses the intended meanings, along with the risks of categorizing, for the actors and actresses of the school