1. Edimbourg | Londres | Melbourne
Ewan McIntosh
@ewanmcintosh
facebook.com/NoToshLearning
4 éléments
Image: https://www.flickr.com/photos/x-ray_delta_one/3914666764
pour que les profs puissent mieux
bricoler eux-mêmes
l’amélioration de l’apprentissage

2. Dylan
Wiliam

3. Clarification et partage des
objectifs d’apprentissage, et
les critères de succès
1

4. Créer les conditions et les
règles du jeu pour des
discussions efficaces et des
activités qui produisent de
la preuve qu’on a appris.
2

5. Donner des évaluations qui
poussent l’apprentissage en
avance (“feed forward”)
3

6. Activer les étudiants comme
ressources les uns pour les
autres.
4

7. et…

8. 5Activer les étudiants comme
dirigeants de leur propre
apprentissage.

9. Clarification et partage des
objectifs d’apprentissage, et
les critères de succès
1

10. Titre: provocateur? génératif
ou fermé?
Questions éssentiels qui
servent comme GPS
d’apprentissage
Compréhensions clés
Preuves d’apprentissages?
Gérées par le profs, pour les
profs; trop tard pour améliorer
la compréhension.

11. immersionsujet génératif
planning
immersionexecution

12. immersionexecution

13. synthèse &
scrutiny
“Comment pourrait-on…”

20. Créer les conditions et les
règles du jeu pour des
discussions efficaces et des
activités qui produisent de
la preuve qu’on a appris.
2

30. Ça donne aux élèves la
confiance pour parler de leurs
émotions et comment ils
apprennent. Ils arrivent à
‘parler à l’arbre’, ce qui leur
donne une direction pour
verbaliser ce qui, pour eux, est
important.
Paul Borchers
Invermay
Primary School,
Victoria, Australie

31. Donner des évaluations qui
poussent l’apprentissage en
avance (“feed forward”)
3

41. Activer les étudiants comme
ressources les uns pour les
autres.
4
5Activer les étudiants comme
dirigeants de leur propre
apprentissage.

42. Châteaux d’Edinburgh & Stirling, Écosse

47. Remembering
- What happened after...?
- Where is...?
- Can you list...?
- Why did...?
- Who was it that...?
- How did...?
Understanding
- What would be an example of...?
- What is meant by...?
- Can you explain in your own words...?
- What is the main idea of...?
- Please explain why...
- What ideas or facts show...?
Evaluating
- What is the most important...?
- What are the strengths and weaknesses of...?
- Do you agree or disagree with...? Why?
- If you could change one thing about this what would it be...?
- What do you think about...?
- How would you select...?
Analysing
- Why would someone else think that...[this happened like that]?
- How does x compare with y ...?
- What are some of the problems with...?
- What is the relationship between x and y...?
- What would you say to a person who said...?
- What caused...?
Applying
- Where else would you see...?
- How would you use...?
- Can you give a set of instructions about...?
- What would you do if...?
- What questions would you ask...?
- How would you solve...?
Creating
- How many ways can you...?
- How would you adapt [this idea] to create a different one?
- How would you find out...?
- Can you propose an alternative...?
- Can you see a possible solution to...?
- How would you improve...?
!

48. Remembering
- What happened after...?
- Where is...?
- Can you list...?
- Why did...?
- Who was it that...?
- How did...?
Understanding
- What would be an example of...?
- What is meant by...?
- Can you explain in your own words...?
- What is the main idea of...?
- Please explain why...
- What ideas or facts show...?
Evaluating
- What is the most important...?
- What are the strengths and weaknesses of...?
- Do you agree or disagree with...? Why?
- If you could change one thing about this what would it be...?
- What do you think about...?
- How would you select...?
Analysing
- Why would someone else think that...[this happened like that]?
- How does x compare with y ...?
- What are some of the problems with...?
- What is the relationship between x and y...?
- What would you say to a person who said...?
- What caused...?
Applying
- Where else would you see...?
- How would you use...?
- Can you give a set of instructions about...?
- What would you do if...?
- What questions would you ask...?
would you solve...?
!

50. You’re not on the list, you’re not coming in

51. You’re not on the list, you’re not coming in
Seven Days To Save The Mill

52. You’re not on the list, you’re not coming in
Seven Days To Save The Mill
Playtime is cancelled

63. Où étais-je?
Où suis-je?
Je vais où?

64. Rétroévaluation
Où suis-je?
Je vais où?

65. Rétroévaluation
Carnet de bord
Je vais où?

66. Rétroévaluation
Carnet de bord
“Provaluation"

67. Feedback
Carnet de bord
Feedforward

68. Hattie’s effect sizes, graphic from http://www.inaperfectschool.com

69. Rétroévaluation
Carnet de bord
“Provaluation"

71. Ewan McIntosh | notosh.com |
@ewanmcintosh
Facebook.com/NoToshLearning