In: GD 86 – Vienna a report meeting Maths Teaching techniques Technical mathematical creative teaching techniques What’s new?

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In:. GD 14 – GD Calvados 27 – Eure GD 76 – Seine-Maritime Gr ICEM Congress Preparation> Caen 2013 Congress document preparation is the list of convention workshops to 25 July 2013. 6 comments 1 attachment file Workshops Congress of Caen Michel Xufre the 08/09/13 – 24:11 in. GD 14 – GD Calvados 27 – Eure GD 76 – Seine-Maritime Gr ICEM Congress Preparation> Caen 2013 Congress Newsletter Here the list of workshops currently scheduled for the Congress with their daily distribution. Add a comment Read more 2 attachments 1 2 next> last »
2 Results CR Meeting Cisse January 2017 – GD 86 By Muriel Coirier on 11/01/17 – 5:14 p.m. In: GD 86 – Vienna a report meeting Maths Teaching techniques Technical> mathematical creative teaching techniques> What’s new? Present: Christine Dauge Christine Fair, Veronica, Muriel Coirier Philippe Gilg, Martine, Elodie, Barbara, Sophie (2nd year EJE), Clarissa (2nd year EJE), Chantal (Villiers, CP / EC1), Francois Coupry (split shift elementary) – Reminder membership ICEM and GD – Reminder of important dates: lounge (April 8), conference (February 1) Add a comment Read more CR – Work on math – GD 86 by the Muriel Coirier 06/12/17 – 10:36 p.m. in: GD 86 – Vienna a report meeting maths teaching techniques technical> mathematical creative teaching techniques> math research for the second year, GD decided to continue its investigations in mathematics. So you will find the minutes of meetings on this subject: Add comment 1 attachment
In: The New Educator PEMF For teachers review educational principles> natural method pedagogical principles> October 1995 trial and error method and trial and error, and Global Analytical Method Method, Natural Method … the teeming under various sense that each handles daily. To better understand the features, we suggest the reader, confronting texts of Olivier Reboul (1) and Freinet (2) hoping to generate reflection and debate, suggest some possible answers to the radical criticism that any teacher in research is exposed. Method and freedom (Olivier Reboul) The method is – it superior to guesswork? “… The essential feature of the method, which distinguishes it from trial and error, is the economy essays and especially errors in all cases, it is: 1) to realize the goal of the model to learn;. 2) divide this model quite simple acts so that the subject can execute 3) to gradually link these simple acts; 4) to summarize the tests until the total elimination of any stray gesture … (p. 54) The method is therefore a school of economics, however, this opposition between trial and error method may – be too simple if not simplistic;. that – it does not necessarily have this purely rational aspect that would allow it to happen those -. But there, even if the pure method was possible, would be – it really desirable is -? it not an obstacle to the spontaneity and creativity of learners, an infringement of their freedom … (p.55) The trial and error is a global method applied to the acquisition of knowledge … Let us quote what Freinet called the “trial and error” method applied to the overall learning, which replaces the current through the free search of students. It is indeed a “trial and error”; a student, or group, a question arises; eg “Why can fly – they walk on the ceiling without falling?” And that is for him to find the answer; he will look at the legs of the fly under the microscope, look in the sheets or in books. But it is a well supervised trial and error, which is not blind. The children go to a specific question, make assumptions – “flies would not – they no hooks the legs?” – then experiences; they also have adequate equipment like the microscope and file; Finally, the teacher is there to help them find a method of research and to provide them with relevant documents. Its role is probably more important than in traditional enseingement and the “lesson posteriori” asks more effort than routine lessons repeated every year … (p .60 – 61) Analytical method and global method: opposition too simplistic. … know – how is not a mechanical whole, the sum of knowledge – fairepartiels quiresteraient same self – after linking with others. William (3) concluded that the analytical method may be “an expensive detour,” since it requires to learn partial gestures he then need to unlearn to integrate in the know – how terminal … (p .59 – 60) … to be fair to the overall approach a double benefit. First, it has a very strong motivation; it is much more interesting to make music as music theory, conversing in a language to make structural exercises, read that spell. On the other hand, it is actually more “natural” that the analytical method, that is more consistent with the reality of learning … (p.59) … Still – it that the overall method is a method , not a return to groping, yet it leaves them more space in the initial phase as the analytical method. One method, first because it is the very “soon as possible” and not immediately; the apprentice must have acquired a minimum of know – how before “jumping into the water”; in any case, if it has too complex for it to run even very roughly, is the book to impotence and discouragement. A method, then, because it proceeds in a second time, “a gradual differentiation of parties”; thus, the student Freinet, after writing his text, corrects his mistakes in French and spelling until Print … (p.60) … More generally, in learning how whether there is progress if the apprentice is able to isolate the act he knows how evil and exercise apart, without losing sight however the issue of exercise … (p.60) … the contrast between the analytical and the overall is not that between stress and chance, but between a mechanical method and a method that relies more on the freedom … (p.61) … by the same token, the global method has room for trial and error. Which brings us to revise overly simplistic opposition between learning by trial and error and the methodical learning. First, there is little learning by trial and error in a pure state. Rats self -, when released in a maze, do not do anything; they are guided by a tendency, for example keeping the original direction, which acts as a working hypothesis that will be corrected as and extent of testing. Conversely, it does not exite purely methodical learning, which would exclude any errors and risk. The best method can eliminate the guesswork. And this for two reasons … “(p. 61) since the man who learns is the whole man, body and spirit and that we must confront the act of learning in its entirety. The method natural (Celestin FREINET) “… Despite the teachings of all sages and theoretical scientific demonstrations missing or contemporary school at all levels remains convinced that no culture is possible without the study, so – saying orderly, rules and laws that are the building blocks, the skeleton which it then suffice to infuse life … (p.420 Volume 2) … Common sense and experience tell the contrary, it is never through intellectual explanation, by the return to the rules and laws that is an acquisition, but only by the same general and universal process of trial and error that underlies have always learning language and walking … (p.420 Volume 2) … by the natural method, Child reads and writes well
, before being in possession of the basic mechanisms, because it accesses the reading other complex routes that are those of sensation, intuition and emotion in a social environment which now penetrates, animates and enlightens the school … (p.238 Volume 2) in the natural method there is interaction between global method and analytical method. 1.

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