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By Florence St. Luke 10/09/11 – 7:05 In: Gr. Congress has made training> Training and research workshop> Training Lille Congress 2011 Workshop presented by Florence St.

Luke with the testimony of Sven De Schutter, participating in the training. Notes taken by Laura Eric Friesen Initially the project emerged because a dozen schools in the city of Ghent worked according to Freinet which is not discussed in the initial training of teachers. The training is not offered by the OP but by the Oost-Vlaams Instituut voor Opvoedkundige Wetenschappen (O.I.O.W) (there are now 12 Freinet schools in Ghent, 2 secondary and 82 in Flanders).

It began in 2010, a cycle lasts 3 years. The first registered thus end their first year of training, which took place during six weekends during the school year and 5 days during the second half of August (the presence at the conference is therefore part of training ). Training takes place as Freinet class, it is a question of having an active attitude and be able to share his experience. There are also building a portfolio.

As Sven explains, the idea is to allow a better understanding of the “method” Freinet and foresee as a system and not as an isolated set of recipes. It is also the ability to be active in the system. Specifically, the weekend starts with a “what’s new” in which participants talk about their difficulties, facilities, questionings, it is also a time when there can be exchanges of practices, tips, etc. Topics to be discussed further later in the workshop are decided jointly.

Trainers sometimes deviate certain subjects only to return later. It is possible to operate in exchange for practice, reading group, for activities … an evaluation time occurs late in the weekend. http://oiow.webs.com/stafflocation.htm Contacts: Florence St. Luke It might be interesting for a moment of contact Luc Heyerick and Armand De Meyer, the two founders of the project.

Daniele Massoz, responsible for the formation of alternative schools in Liege Print Add comment
1 to 10 from 290 Results responsibilities in the cooperative class In: The New Educator PEMF For teachers review pedagogical principles> cooperation pedagogical principles> co> jobs, responsibilities May 2002 Authors: Anne-Marie Mislin Catherine Clivio Claudine Braun, Franck Thomas Francoise Grailhe Patrick Chretien and Pierre DESPOULAIN Read more council keystone of cooperative organization in: the New Educator PEMF for teachers review educational principles> co> consulting June 2000 a thorough examination of the cooperative class , practical and clear guidance, Jean Le gal * published last year a small efficient book on which we return with pleasure by reproducing excerpts from chapter 5 on the establishment of the Board.

Author: Jean Le Gal More About the Board In: The New Educator PEMF For teachers review educational principles> co> Consulting January 1996 the Council is indispensable to the functioning of a cooperative class, but difficult to implement and difficult to manage, especially in small classes. Mireille tells Vedrines here usefully how is the Board in its class CP / EC1 in Lansargues (34).

Author: Mireille Vedrines More A year Acticem In: The New Educator PEMF For teachers teaching journal Principles> Communication> correspondence pedagogical principles> Communications> ICT pedagogical techniques> class organization in December 2000 Back to School 1999: Elementary School Marmoutier has internet access. It has a computer room with nine new computers networked. Yves Comte * has a P.C. logged in its class. This equipment, several colleagues have liked.

Now it is there, it is to demonstrate its usefulness. Author: Yves Comte More Cooperation and Learning In: The New Educator PEMF For teachers teaching journal Techniques> Evaluation> Knowledge Learning Techniques trees> Learning educational principles> cooperation in October 2001 The individualization of learning in the classroom can not Freinet design with no prospect of socialization. Peer interactions and cooperation are essential and inherent in such practices.

This entry, for individualized learning, is part of a coherent set of practices, whether through expressive activities, collaborative research, personal projects and this through a trial and error approach in a cooperative organization of the class. Now we must think about teaching practices from a different angle, and this for several reasons: class -organisation based on cooperation: recognition of the heterogeneity (cycle class …); Formative Evaluation continues; -Roles child and adult to co-build “links” cognitive and social in school; -Role peers in the construction of knowledge: assistance, co-operation, exchange of knowledge …; -organisation learning, building on do my homework
the “events” made by children on a mobilization of all the “learners” …

Authors: Catherine Chabrun, Francois Le Menaheze and Jean Le Gal More Correspondence at the foot of the letter in: the New Educator PEMF for teachers review teaching Principles> communication> correspondence October 2004 Presentation of the record New Educator No. 162 more examples of CP classroom practices in: school level> elementary school the New Educator PEMF for teachers review French> Scripture-reading instructional principles> March 2004 natural method Danielle Thorel offers excerpts of classroom practices of CP in PWRs, as part of the natural method of reading and writing.

Author: Danielle Thorel More natural method of reading and writing in Le Nouvel Educator PEMF For teachers review French> Scripture-reading instructional principles> natural method March 2004 While speeches advocating a return to the syllabic methods invade the media, Danielle Thorel reminds urgently the main axes of the Freinet pedagogy regarding the natural method of reading and offers a practical class in outline. Author: Danielle Thorel Read more New Educator No.

11 In: The International Educator New PEMF For teachers review> Summary French> Scripture-Reading School organization> architecture school teaching techniques> Evaluation> successful teaching techniques> classroom organization> schedule pedagogical principles> communications> ICT pedagogical techniques> tools in September 1989 Portugal success Authors: Andrew Lefeuvre, Anne-Marie Mislin Eric Debarbieux Marjolaine Billebault Nicole Bizieau Olivier Penhouet and Roger Ueberschlag more new technologies in Congress: the new Educator PEMF for teachers teaching journal Principles> communication pedagogical Principles> communication> CTBT June 2000 the history of Freinet shows that every time the technological possibilities were exploited, with parallel resea he more freedom, more autonomy, more power to the children on the construction of their knowledge and also more extensive geographic and human terms. The Freinet movement is built around tools or techniques: Author: Bernard Monthubert Read more 1 2 3 4 5 6 7 8 9 … next> last »
By Florence St.

Luke 10/09/11 – 7:18 In: Gr Congress has made training> Lille Congress Workshop 2011 workshop hosted by Florence Saint-Luc school teacher and doctoral student in Educational Sciences at. University of Aix-Marseille 1. Notes taken by Laura Eric Friesen Florence General Introducing St. Luke about his thesis to defend “from intercultural confrontation self training: the case of teacher educators in International modern school movement “in 1990 held the International meeting of Freinet educators (RIDEF) in Finland, which enabled Florence to meet Finnish Freinet movement of teachers who played an important role in system reforms educative.

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