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2 Results Geogebra In: For students> Elementary For students> College For Students> Math software School> Geometry teaching techniques> class organization> workshop download free free license in July 2015 Geogebra is a very simple free software geometry dynamic, that is to say geometry on computer. A very good tool of trial and error, scope pupils end of cycle 3 or rather Secondary School.

Newsletter ICEM – July and August 2015 In: ICEM Newsletter for teachers to use web pages online in July 2015
2 Results In Linux Mint: For operating system software teachers to download free free license in August 2015 This is a very simple operating system to use for those who are tired of their Win … 3 comments Newsletter ICEM – Summer 2015 in: Newsletter of the ICEM web pages for teachers to use online in August 2015 …

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1 result processor Test Results In: For students> For high school teachers to download free software free license in September 2015 Test_processeur is a micro system utilities … 1 comment
In: Economics History Geo December 2012 Salt has always been an important element in the preparation and preservation of food. For a long time, men and women have harvested sea salt.

In southern Brittany, the sea salt is still harvested by, marsh (1) and salt extractors in the salt marshes. Here is their country, their work here. The salt marshes Breton doc.pdf Source: Bibliottheque Work No. 944, December 1983 Attachment Size bt944 marshes salants.pdf 1.73 MB Authors: Site BT ICEM Georges and Nicole Drano Drano

By Pierrick the Descottes 30/12/12 – 11:07 p.m. In: Gr. Knowledge Tree witness a tool life of the cooperative classroom teaching techniques citizenship> Evaluation> Knowledge trees I just found this text I had written to Paul’s request the Bohec was looking for various testimonies on Freinet practices, in addition to its testamentary book “the restorative school destinies.” Although my practices, including the Trees of Knowledge, have changed somewhat since then I told myself that this text could have its place on the site.

What’s more hurtful than being considered ignorant? Nothing worse than being told or suggest: “You really do not understand! You know nothing ! “It is on such lack of understanding, it argues as intimately profound difficulty of existence. And yet, is not the kind of message repeatedly has always returned some normative school towards children and youth most at odds with its requirements? This is the heart of the famous symbolic violence by the school.

How narcissistic injuries and their lasting consequences in the psychological and social future are to be debited from a school which endorses even greater inequality? It strengthens the wealthy and returns the worse off, from the perspective of the dominant culture, to the cruel sense of their shortcomings. In Freinet this proposal is radically reversed.

Consideration of the first crop of children and young people, serving mostly point of support for learning, introduced this revolution that places the child in copyright position. Each can be so readily acknowledged by what he knows as much as he does.

All the conditions were ripe for a fruitful encounter between Freinet and the Trees of Knowledge system based on this beautiful aphorism: “Nobody knows everything but everybody knows something.” To be recognized for what we know, is not it one of the most pleasant rewards? Being recognized by his teachers, of course, but peer recognition appears equally essential. Just observe children during times of presenting their work to the class, to be convinced.

Recognition is a key driver to advance. But knowledge and recognition are the twin sisters we find the principle of Trees of Knowledge. With this system discovered in the early 90s during a meeting with Michel Authier and Pierre Levy, their inventors, we could explore new areas of expression. But the trees are not a tool like any other.

They require to thrive in rich soil cooperation. There is no point of declaring his knowledge if they do not meet the echo of the community, if they do not open their pooling. Much more than in the first term and based on the valuation of knowledge of all kinds, all the wealth of this system lies in the sharing of knowledge that it causes.

When we set up this new support in our classrooms, by fully opening the knowledge statement field, we were betting that primarily stimulate the most out of step children with the school system. During the first twelve years of experience, this initial hypothesis was tested multiple times. Moreover, the trees were found as indicators, and perhaps even for some children, such as sociability triggers.

With their computer interface, they provide a mirror where one click each member of the knowledge community can locate its image (the body of knowledge of patents at its disposal at that time) from the set of cards available . ” I know. Others may know what I know and so that I could share with them.

Therefore I exist, they exist, we exist in very eyes of each and all. “The graphical interface (in the form of an evolutionary tree) realizes explicitly: the addition of a new patent can radically transform the whole structure. The message is clear: each person significantly influences the community just as he can taste the inputs thereof. Thus identities are affirmed, build, sometimes off the beaten track, and participate together in the construction of a collective identity or cooperative.

I can not categorically say that the practice of Trees of Knowledge was decisive in the evolution of a particular child. This deserves further consideration, with an outside view. But recurring comments from one year to the other suggests that it is not foreign to these notable changes of children who previously showed various blockages.

The coincidence of some unlocks with strong involvement of the children involved in the activities generated by the Trees of Knowledge is for me very telling. We can always question the chain of causality: Is it the use of trees that caused such individual changes? Or is it that it is the dynamic in the classroom, across all its expression, communication, creation of a cooperative framework that brought the children to get involved in the life of class crossed by the practice of trees?

The effect is likely to play in both directions and it is certain that the finding is there: the attitudes of these children have moved considerably towards greater integration and participation in the life of the group. During these first years of experience, every year has therefore brought a lot of examples. Here I book some that seemed more significant among me. Coming from a family of fourth world, Y. had a sister with whom he had developed a relationship cryptophasique.

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very difficult to understand what he said. He swallowed a lot of words and proved very weak in the areas of language. Suffice to say that all of these handicaps caused many inhibitions Y. We did not hear in the collective moments, even if he did not have (at least openly) the ridicule of others when he spoke ( provided that requests the most often).

He invested quickly in the activities organized around the trees, the lure of computers probably playing a lot for him. He was including all extracurricular workshops that were organized knowledge sharing on patents in the school’s Tree. It was he who declared the patent on the basic use of the trees of software, one that allowed to consult the Tree classroom autonomy.

This gave him on a dominant position in knowledge markets (times imposed on the school or extracurricular time when are organized knowledge sharing with the organization “stands” in different places and where every child can expose and transmit such knowledge before it). He was the Sesame which gave access to the Tree. To him that was addressed primarily to discover the basic use Gingo, support software. In the process, he filed various patents related to computer use.

I have never seen him so talkative that in these moments of exchange in small groups. It also gave him more easily within the group. There was less praying over time to intervene in collective moments even if his language difficulties remained undeniably a brake.

The following year, when he entered college, he volunteered to come animate a weekly workshop where he learned the use of Gingo to cycle 2 children from school. The experiment did not continue because the family moved Y. during that year. G. was a child totally introverted, paralyzed when it was scheduled to speak in groups.

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