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Pedagogy by project

Want to develop practical skills with your learners?

To initiate in them the spirit of a project developer?

Is autonomy in your work a central value for you to transmit to them?

Test the pedagogy by project and you will no longer have to doubt the interest of your courses.

Pedagogy by project

Group size : Group (10-15 persons), Classroom (20-30 persons)

Modality : Presential, Hybrid, Distancial

Duration of the teaching method : In a session, Education or training unit

Special equipment : TD Room

Type of knowledge developed : Knowledge, Know-how, Social skills

Target Audience : Students, Professionals in training, Particularly suitable for heterogeneous groups, Particularly suitable for groups with cultural heterogeneity, Particularly suitable for mixed groups

Course Type : Tutorials (TD)

Preparation time :Long project search phase; little preparation required for TOD sessions; long correction phase

Author and persons who made changes : Bruno Tisseyre

Why am I using this technique?

For my learners...

  • Allows to simulate a future mission in relation with the learner's training.
  • Applies knowledge on a specific theme.
  • Develops professionalizing skills.
  • Strengthens the ability to work in groups and independently.
  • Allows contact with the professional environment.
  • Allows to homogenize the level of knowledge of a heterogeneous group by focusing only on the knowledge necessary to solve the problem.

For me, teacher or trainer...

  • After the project and sponsor research phase.
  • Little preparation required during TD sessions.
  • Generally improves group dynamics and listening. Avoid the boredom of repeating the same course every year.

Framework and steps / Instructions

The preparation

A sufficiently large space in relation to the group is necessary to allow everyone to express themselves without disturbing each other's work.

Students' schedules must be thoughtful to allow sufficient time for independent work. The TD sessions must be regular to allow students to answer any questions they may have.

The process

  1. Introductory phase (2 to 3 hours): A TP session allowing the presentation of the project with a sponsor, the organization of the different work phases and the evaluation method. The teacher then accompanies the students in reformulating the problem and clarifies the preliminary questions to the project. The teacher provides bibliographic resources related to the project.
  2. Work phase: Learners work independently in groups of 4 to 5. Regular communication with the teacher for the preparation of clarification sessions on possible theoretical blockages.
  3. End of projects (2 to 3 hours): Sessions with all groups to review the knowledge acquired during the projects.

Evaluation

The evaluation generally focuses on the deliverables at the end of the project.

Several deliverables are possible depending on the type of project (written document, oral presentation to the sponsor or a professional.

Variants

Many adaptations are possible according to the importance of the project (duration, technical ambitions, etc.)

Points of vigilance

Group monitoring and facilitation to maintain collective momentum and interest throughout the project.

What if it doesn't work?

There is always knowledge acquired (as with classical teaching).


Testimonials

When you address a group of students you explain in a way -yours- and there are many other ways to explain it.

Students don't prefer the same ones. Forming groups of students allows one to understand the teacher's vision and explain it again.

This allows the student to ensure that he or she has understood and for others to understand. It's a comfort for the teacher. If the students discuss something else, if there is noise, it doesn't matter.

The percentage of learners who complete the TD is disproportionate.

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Difficult

The Graduated Method

Following a course already given, some key points can be identified as barriers to understanding and learning. The aim of the progressive method is to return to these points during a TD by proposing one or more activities to the learners.

The activity is done initially in pairs then in small groups then possibly in larger groups.

The Graduated Method

Group size : Group (10-15 persons), Classroom (20-30 persons), Amphitheater, large group

Modality : Presential

Duration of the teaching method : In a session, An entire session, Over several sessions

Special equipment : A modular work room

Type of knowledge developed : Knowledge

Target Audience : Students, Professionals in training, Particularly suitable for groups with cultural heterogeneity

Course Type : Tutorials (TD)

Preparation time :2h

Author and persons who made changes : No author

Why am I using this technique?

For my learners...

To memorize, learners need to mobilize and apply their knowledge. This can of course be done through classical exercises but also through play.

In a more playful way, learners cram while having fun. Indeed in this game questions come back, so by repeating, they memorize.

It is also a pleasant moment, with a good atmosphere, which can be interesting for the dynamics and cohesion of the group.

For me, teacher or trainer...

The progressive method is a stimulating method that raises questions and allows interaction with learners. It breaks the rhythm of the class and avoids the boredom of the monologue in front of an assembly that falls asleep and makes you want to sleep.

Framework and steps / Instructions

The preparation

It is advisable to have access to a modular room that allows the tables to be placed in "islands" in order to facilitate group work and communication. Specific material depending on the proposed activity.

The process

  1. Beforehand, it is necessary to identify the key points of the course that may be an obstacle to understanding in order to propose an adapted activity. The activity highlights a paradox or questioning element. It can also use transversal capacities.
  2. The activity may consist of answering a course question, making a diagram, solving a calculation problem, brainstorming and prioritizing ideas, etc. What is important is to have a statement that sounds stimulating.
  3. Learners work on the activity in pairs and then in groups. This method allows you to compare your ideas. It is particularly interesting to do with a multicultural group.  It can be interesting to define groups in advance for their heterogeneity.

Variants

The method can also be applied during a class to break its monotony: offer learners a small activity or ask a question to do alone then in pairs.

Points of vigilance

Care must be taken to have the necessary materials in advance as well as the distribution of learners in the groups.
It is important to be careful at the right time because it is possible to get into a debate quickly and get away from the subject.
During working time in pairs, learners should be motivated to engage in the activity.

What if it doesn't work?

There is always knowledge acquired as in any classical teaching.


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