Publish at September 06 2021 Updated October 30 2021
Many teachers consider the syllabus as a static reference document. However, some teachers do not hesitate to modify it as needed, to better correspond to the reality of the field. There is nothing better than discussing it with the students.
This article is reserved for subscribers to the full edition. You can subscribe Here.
Access exclusive services for free
Subscribe to our newsletter on pedagogy and educational technologies
You can also index your favorite resources and retrieve your viewing history.
Subscribe to the newsletterYou might also like:
Moving furniture in my classroom? I dream about it...
Except in experimental settings, the classroom hasn't changed much in over a century. It's made up of rows of chairs and tables (or bench-tables) arranged in onion rows facing a blackboard, and this is what distinguishes it from any other room dedicated to work.
Adapting Teaching to Working Memory
Memory is one of the most important skills in a learning process. All the more so as two parts are stimulated. The so-called working memory receives the information and must make sense of it so that it can be stored more permanently in the long-term memory. Of course, it is possible to try to improve one's working memory but an adjustment of the teaching or revision framework would be more appropriate.
Overcoming violence through education
Let's integrate violence, its causes and consequences into educational acts rather than denying it.
The contribution of narrative practices to pedagogy
The narrative approach is an extraordinary lever for development. This approach enables us to dissociate the person who is supposedly the bearer of a problem from the situation he or she is experiencing. By shifting the focus on interactions, we don't limit the individual to being just a problem.
Benchmarks of confidence in education
Where do we begin to create educational pathways that will make learners feel confident? We talk about welcoming, listening, being present and having a good atmosphere. It seems essential to first meet the learner individually and then develop the training of the learner group. How does trust come about? What to do if confidence is lacking? What can be done to make this confidence grow?
