Becoming Strategic in the ESL classroom

1
Becoming Strategic in the ESL classroom

• Module 7
• RREALS
• Workshop leaders
• Nicole Bolduc
• Ron Mastine
• Special thanks to Jacquelyne Lord

PowerPoint presentation Ron Mastine
2
L'enseignement stratégique?
3
Démarrage

• Strategies?
• Define?
• Use strategies?

4
Whats common?

• Look at the words below and try to determine what
  they have in common.
•  Work individually and in silence.
•   indefinite
• monopoly
• hijack
• astute abcess first

5
Whats common?

• Look at the words below and try to determine what
  they have in common.
•  Work individually and in silence.
•   abcess
• indefinite
• hijack
• monopoly
• first
• astute

How did you tackle this activity? Or What
strategies did you use?
6
Quelques définitions de stratégie

•   Une stratégie est conçue comme la planification
  et la coordination d'un ensemble d'opérations en
  vue d'atteindre efficacement un but . (Jacques
  Tardif)
•   Strategies are the special thoughts or
  behaviors that individuals use to help them
  comprehend, learn or retain information.
  (Learning Strategies in Second Language
  Acquisition, page 8 - J. Michael O'Malley, Anna
  Chamot)
•   Learning strategies are specific actions taken
  by the learner to make learning easier, faster,
  more enjoyable, more self-directed, more
  effective and more transferrable to new
  situations. (Language Learning Strategies, page
  8 - Rebecca L. Oxford)

7
QUESTIONS (P-2)

• Alone, in teams and then as a group
•   1. Should I (the workshop leader) have given
  you the Participants' Workbook at the very
  beginning of the day, before we began the first
  activity? Yes? No? Why or why not?
•  
•   2. What do I (the participant) usually do as
  soon as I receive an information document like
  the Participants' Workbook? Just glance at it?
  Flip through the pages? Put it aside, etc.?

Group management strategy
Personal learning strategy
8
General Objectives (P-3)

• Re-acquaint with the learning process in the
  spirit of the reform.
• Integrate strategic teaching into the classroom.
• The process of learning
• The brain
• Learn to use strategies
• Experiment integrating strategies

9
Introduction au module (P-4)

• In groups of 4, divide the 4 sections to read
  and report to the group.
• Relate the reading process to the definitions of
  strategies.
• What is the role of the teacher in the activity?

10
Team Crossword

• Read the instructions. (P-6)
• Do the crossword. (P-7)
• Complete the chart. (P-8)
• With your group, prepare an explanation of your
  choices.

Teacher Student
11
(No Transcript)
12
Team Crossword

• Crossword strategies used?
• Importance of going over and sharing winning
  strategies.
• Go over chart answers and additions.

13
Team Crossword

• Roles .. The learners job
• Learn the verb
• Correct
• Helping the students do their job.

Teacher Student
14
Personal learning styles

• Presentation
• Brainstorming
• Chart
• How did you remember?
• Modeling
• Assignment, preparation for selection
• Selection
• Individually and then in groups, answer the
  Questions dobjectivation P-10

15
(No Transcript)
16
(No Transcript)
17
Personal learning styles (2)

• In groups of 2 (diades), take turns describing
  your object to the other person who takes notes.
• Find your partners object.
• Individually, answer the questions on P-11
• In teams of 4, discuss individual answers to
  P-11 and prepare a report

18
The Brain

• Previous activities ??
• Learning or using your brain!
• Read P-14, choose the most important paragraph
  and the most important parts in that paragraph.
• Share
• Which strategy did you use in reading?
• Skimming finding the main idea.
• Gaining autonomy. re-investing \ applying in
  different but similar situations. Transfer.

19
Cerveaux P-17
CORTEX
Classroom Examples?
Answer and discuss P-16, refer to P-17 18.
REPTILIEN
LIMBIQUE
20
Droit
interprétation créativité (P-19 P-21)
21
Gauche
Logique
22
Récepteurs
P-22
23
Évoquer
P-23
24
récepteurs

• Il y a autant de façons dapprendre quil y a
  délèves
• Tenir comptes des capacités intellectuelles et de
  la mémoire (cortex)
• Mais aussi des besoins affectifs (limbique) et
• Primaires (reptilien)
• Activités sadressant aux deux hémisphères
  logique et interprétation créativité
• Rejoindre des systèmes de représentation
  différentes visuels, auditifs et kinesthésiques

Annexe 1 Les principaux styles dapprentissage
25
The Brain

• With the information on pages P-17 to P-24,
  answer the questions on page-25
• Strategy used?
• Scanning repérage
• - finding details
• Another tool for building autonomy

26
Memory

• Read La mémoire on P-26, underlining
  essentials.
• Which reading strategy?
• Skimming découverte
• Choices Which Why?
• Last paragraph teachers role
• Current memory aids used.

27
ARCHITECTURE DE LA MÉMOIRE(Une adaptation de R.
Gagné et E. Gagné)
Générateur De réponse
8
Émetteurs
6
7
Pendant lapprentissage Sens tout ce dont on
prend connaissance
Mémoire À Long terme
Environnement
5
Whats your name?
3
Mémoire De travail Ou à court terme
Récepteurs sensoriels
1
4
2
28
Memory

• Importance of the environment
• Importance of working memory
• Long term memory and prior knowledge
• génerateur de réponse
• The brain - a computer (saving information)
• Motivation

• Its Questionable!
• Write down all the questions you remember.
• How many of the 30?
• Correct.
• In groups, discuss strategies used.
• points de repère
• List of difficulties and why?
• Share.

29
Memory

• List what you remember of what you learned by
  heart in school and why?
• Share
• Importance of why for students.
• Dont think about
• Prior knowledge
• Review of memory at the end of the day.

30
Knowledge

• Types of knowledge
•  I dont know WHAT to do! 
• What, how, when and why
• Look at types of knowledge from J. Tardif, Pour
  un enseignement stratégique

31
Les connaissances déclaratives - quoi? (P-29)

• Les connaissances déclaratives représentent
• les savoirs
• les faits
• les concepts
•  
• Elles se présentent sous la forme dun réseau de
  connaissances
• organisées,
• hiérarchisées,
• interreliées.
•  
• Plus ce réseau est vaste et organisé, plus il
  permet dinterpréter, de comprendre et
  dapprendre (réseau, schéma, carte sémantique,
  images).

32
REPRÉSENTATION(1) PROPOSITIONNELLE(2) DUN FAIT

•  PHRASE (P-29)
•  La petite Nathalie quitte le vaisseau spatial.
• (Tardif, p. 183)
• 1. Représentation symbole qui reproduit dans le
  cerveau ce que je comprends ou ce que je
  sais.(Exemples couleur, forme, mot, concept,
  etc.)
•  2. Propositionnelle ce qui se rapporte à une
  idée.

33
Les connaissances procédurales - comment? (P-30)

• Les connaissances procédurales sont celles par
  lesquelles lindividu sait comment réaliser une
  tâche. Elles sactualisent en une séquence
  dactions impliquées dans la réalisation dune
  tâche, dans lagir, dans la résolution de
  problèmes.
• REPRÉSENTATION PRODUCTIONNELLE (1)
• DE LA RÉDACTION DUN TEXTE NARRATIF
• (une condition/plusieurs actions)

34
Comment (2) Si je veux rédiger un texte narratif

•  
• Alors
• je présente le temps et
• je présente les lieux et
• je présente les personnages et
• je présente la première intrigue et
• je décris les actions et
• je précise les conséquences au niveau des
  personnages et
• je répète les étapes 4, 5 et 6 autant de fois
  que nécessaire et
• je fais une conclusion qui traite des
  personnages.
•  (Tardif tableau 7, p. 184)
• 1. Productionnelle ce qui se rapporte à une
  séquence dactions.

35
Les connaissances conditionnelles - quand et
pourquoi? (P-31)

• Les connaissances conditionnelles sont celles par
  lesquelles lindividu sait quand et pourquoi il
  doit utiliser une connaissance déclarative ou
  procédurale. Elles permettent de généraliser
  dautres types de connaissances à un ensemble de
  situations. Ce sont aussi celles qui permettent
  didentifier les caractéristiques des situations
  pour lesquelles telles stratégies seront les plus
  efficaces et économiques. Elles assistent la
  capacité de transfert et le développement de
  stratégies de contrôle dites métacognitives.
  (stratégies qui portent sur la méthode de
  travail)

36
REPRÉSENTATION PRODUCTIONNELLEDE LA
RECONNAISSANCE DUN CHIEN

• (plusieurs conditions/une action)
•  
• Si je vois quelque chose de vivant et
• Si cet être vivant a quatre pattes et
• Si cet être vivant a du poil et
• Si cet être vivant aboie
• Alors il sagit dun chien.
•  (Tardif tableau 8, p. 197)

37
LISTENING

• The strategy Taking notes (P-32) 
• Declarative knowledge (what)
• This cognitive strategy helps the learner to
  retain, in an orderly fashion, information
  presented in an oral text, by making use of
  markers of identification (people, animals,
  events, objects) of time, place, action, manner,
  description and justification.
•  
• Procedural knowledge (how)
• The process involved (one condition/several
  actions) in using the strategy ATaking notes_at_ to
  retain the information presented in an oral text.

38
If I want to retain,

• in an orderly fashion, information presented in
  an oral text  Then
• I prepare an outline for note-taking using the
  markers who, what, where, when, why, how, how
  much, how many,
• I listen to (and possibly look at) the title of
  the text and the setting in order to make
  predictions about the content of the text,
• I listen to the text attentively noting the
  information presented in accordance with the
  markers in my outline,
• I take a few minutes to go over what I have
  written, to put the information in order and to
  underline or highlight any points that are not
  clear,
• I listen to the text a second time, go over the
  information I have noted already, make
  corrections where necessary and complete my notes
  by adding any missing details.

39
Conditional knowledge (when/why)

• The process involved (several conditions/one
  action) in choosing the strategy ATaking notes_at_
  to retain information presented in an oral text.
•  If I must retain the information presented in
  an oral text and
• If I must write it down in a clear and orderly
  fashion,
•  Then I choose the strategy ATaking notes_at_ to
  retain the information presented in an oral
  text..

40
READING

• The strategy Asking for clarification or
  verification (P-33)
• Declarative knowledge (what) 
• This social strategy helps the learner to acquire
  an understanding of an element in an English text
  that is difficult to grasp or to verify the
  accuracy of his comprehension.
•  
• Procedural knowledge (how)
• The process involved (one condition/several
  actions) in using the strategy AAsking for
  clarification or verification_at_ in reading
  comprehension in English.

41
If I need help understanding

• part of an English written text or I want to be
  certain that I have understood an English text
  correctly.
• Then
• I speak to someone who has good English skills,
• I ask this person to explain the part of the text
  I do not understand by using a paraphrase or by
  giving me an explanation, or by some other
  method,
• I check to see if I have understood correctly I
  use expressions such as
• AIm sorry. I dont understand._at_
• AWhat does ............. mean?_at_ AWould you help
  me?_at_
• APardon me?_at_ "Does this mean...?"

42
Conditional knowledge (when/why)

• The process involved (several conditions/one
  action) in choosing the strategy AAsking for
  clarification or verification_at_ in reading
  comprehension in English.
•  
• If I do not understand an element of a reading
  text in English and
• If I want to be sure that I understand what I am
  reading and
• If I can speak to someone who has good English
  skills
•  Then I choose the strategy AAsking for
  clarification or verification_at_ in reading
  comprehension in English.

43
WRITING

• The strategy Planning for a language task
  (P-34)
• Declarative knowledge (what)
•  This metacognitive strategy helps the learner
  structure the steps to follow to carry out a
  writing task. 
• Procedural knowledge (how)
• The process involved (one condition/several
  actions) in using the strategy APlanning for a
  language task_at_ to carry out a writing task.

44
If I want to write a text

• Then
• -I determine what kind of text I am supposed to
  write,
• -I determine the particular requirements of the
  task (language functions, grammar structures,
  vocabulary, knowledge specified by the task),
• -I identify the knowledge and the resources I
  bring to the task,
• -I identify the sources of information at my
  disposal that will help me make up for any lack
  of information relating to the language used or
  to the learning situation,
• -I make an outline of my text,
• -I write my text, -I go back over my text.

45
Conditional knowledge (when/why)

• The process involved (several conditions/one
  action) in choosing the strategy APlanning for a
  language task_at_ to carry out a writing task.
• If - a written text must be coherent and
  structured and
• If - the particular requirements for the task are
  clear
• (language functions, vocabulary, etc.) and
• If - the writer's knowledge and resources can be
  used to carry out the task and
• If - one or several sources of information can be
  used to clarify the learning situation
•  Then I choose the strategyAPlanning for a
  language task_at_ to carry out a writing task.

46
SPEAKING The strategy Using a circumlocution

• Declarative knowledge (what) (P-35)
•  
• This compensation strategy allows the learner to
  communicate an oral message in English even
  though some of the pertinent vocabulary is
  missing.
•  
• Procedural knowledge (how)
•  
• The process involved (one condition/several
  actions) in using the strategy ?Using a
  circumlocution_at_. compensation

47
If I want to communicate

• an oral message in English and I do not have all
  the vocabulary required to do so,
•   Then
• I try to create a mental picture of the message I
  want to communicate (color, shape, image, action,
  etc.),
• I try to recall other words and expressions that
  could help me get my idea across by creating
  circumlocutions,
• I prepare my message using one or more
  circumlocutions,
• I communicate my message.

48
Conditional knowledge (when/why)

• The process involved (several conditions/one
  action) in choosing the strategy "Using a
  circumlocution" in communicating an oral message
  in English.
• If I must communicate an oral message in English
  and
• If I do not have all the vocabulary required to
  do so,
• Then I choose the strategy ?Using a
  circumlocution_at_ to communicate an oral message in
  English. - Illustration

49
Strategies

• Importance of saving strategies to long-term
  memory.
• Importance of being explicit of the how, when and
  why of using strategies.
• Day 2 - practice using and developing strategies
  from P-32 to 35.

50
Retour
connaissances antérieures
lorganisation constante
un processus actif et constructif
déclaratives procédurales conditionnelles
tâches authentiques- évaluations
tâches authentiques- apprentissages
L'enseignement stratégique
quoi pourquoi comment quand
stratégies cognitives et métacognitives
connaissances théoriques

Transfert contextualisation décontextualisation re
contextualisation
modelage pratique guidée pratique coopérative
pratique autonome
rôle de médiation
degré d'engagement, participation et persistance
51
Using the Metacognitive

• In teams, answer these questions
• What did each of you do individually, what
  strategies did you use during the activities, to
  learn the subject matter that was taught?
• Was what you did sufficient to enable you to
  retain what was taught?
• What could you do to anchor this material more
  firmly in your memory?

Adopt those of others Importance of
reflection
52
Wrap-up Question

• Today we have done a lot of work on strategies,
  we have reviewed things we had previously learned
  and we have been exposed to new ideas and new
  knowledge. A lot of information has gone into our
  short-term memory.
• What are we - the participants - going to do,
  between now and the second day of this workshop
  to anchor this knowledge in our long-term memory?

53

• Possible readings
• Annexe 2 La motivation scolaire
• Annexe 3 La médiation pédagogique

Have a good weekend! Day 2 is on June 9th at the
Pastorale.
54
Becoming Strategic in the ESL classroom
DAY 2

• Module 7
• RREALS
• Workshop leaders
• Nicole Bolduc
• Ron Mastine
• Special thanks to Jacquelyne Lord

DAY 2
PowerPoint presentation Ron Mastine
55
Une stratégie est conçue comme la planification
et la coordination dun ensemble dopérations en
vue datteindre efficacement un objectif.

• Pour un enseignement stratégique
• Jacques Tardif, page 23

56
Pour un enseignement stratégique

• Une stratégie a quelque chose dintentionnel
• atteindre efficacement un objectif
• Une stratégie a quelque chose de pluriel
• ensemble dopérations
• Dans lutilisation de stratégies, il y a deux
  phases importantes
• la planification
• la coordination

57
Strategies are the special thoughts or behaviors
that individuals use to help them comprehend,
learn or retain information.

• Learning Strategies in Second Language
  Acquisition
• J. Michael O'Malley, Anna Chamot - p. 8

58
Learning Strategies in Second Language Acquisition

• Language is a complex cognitive skill described
  in the context of cognitive theory.
• Strategies are not the preserve of highly capable
  individuals but may be learned by others who have
  not discovered them on their own.
• Declarative and procedural knowledge are
  introduced.
• Direct and indirect strategies are introduced.
• The learner's cognitive system is central to the
  learning process.

59
Learning strategies are specific actions taken by
the learner to make learning easier, faster, more
enjoyable, more self-directed, more effective and
more transferable to new situations.

• Language Learning Strategies
• Rebecca L. Oxford, p.8

60
Language Learning Strategies

• 1. Contribute to communicative competence.
• 2. Give greater self-direction to learners.
• 3. Expand the role of teachers.
• 4. Aid in problem-solving.
• 5. Involve specific actions taken by the
  learner.

61
Language Learning Strategies 6-10

• 6. Are classified as those related to the memory
  and as those that are cognitive, metacognitive,
  compensatory, affective and social.
• 7. Support learning directly and indirectly.
• 8. Include different degrees of observability.
• 9. Include different levels of consciousness.
• 10. May be taught.
• 11. Demonstrate flexibility.

62
DIRECT STRATEGIES

• Language learning strategies that directly
  involve the target language.
• Language learning strategies that support and
• manage language learning without directly
  involving the target language.

INDIRECT STRATEGIES
63
DIRECT STRATEGIES

• MEMORY STRATEGIES
• These are the strategies that help the learner to
  memorize information and locate information.
•  
• COGNITIVE STRATEGIES
• These are the strategies that help the learner to
  understand and to produce new language by using
  different structures.
•  
• COMPENSATION STRATEGIES
• These are the strategies that help the learner to
  use the target language in spite of a lack of
  knowledge in the language.

64
INDIRECT STRATEGIES

• METACOGNITIVE STRATEGIES
• These are the strategies that help the learner to
  control or coordinate his learning.
•  
• AFFECTIVE STRATEGIES
•  These are the strategies that help to regulate
  the emotions, motivation and attitudes.
•  
• SOCIAL STRATEGIES
• These are the strategies that help learning by
  encouraging interaction with others.

65
DIRECT STRATEGIES

• A Creating mental
• linkages
•  
• B Applying images
• Memory and sounds
• Strategies
• C Reviewing well
•  
• D Employing action

66
DIRECT STRATEGIES (2)

• A Practicing
•   
• B Receiving and sending messages
• Cognitive
• Strategies C Analyzing and reasoning
• D Creating structure for
• input and output

67
DIRECT STRATEGIES (3)

• A Guessing
• intelligently
• Compensation
• Strategies
• B Overcoming limitations in speaking

68
INDIRECT STRATEGIES

• A Centering your learning
• Meta-cognitive
• Strategies B Arranging and planning your
  learning
• C Evaluating your learning

69
INDIRECT STRATEGIES (2)

• A Lowering your anxiety
•  
• B Encouraging yourself
• Affective
• Strategies
• C Taking your emotional
• temperature

70
INDIRECT STRATEGIES (3)

• A. Asking questions
• Social
• Strategies
• B. Cooperating with others
•  
• C. Empathizing with others

71
MORNING The strategy Taking a shower

• Declarative knowledge (what)
•  This strategy helps a person to take a shower.
•  
• Procedural knowledge (how)
•  The process involved (one condition/several
  actions) in using the strategy ATaking a
  Shower_at_..
•  If I need help to wake up in the morning and
  start the day off right,

72
Then

• I need help to wake up in the morning and start
  the day off right,
• I go to the bathroom,
• I take a towel, facecloth, soap and anything
  else I might need (shampoo, conditioner, lotion,
  etc.),
• I put the shower mat in the shower (optional),
• I get in the shower,
• I turn on the taps and adjust the temperature,
• I take my shower (and wash my hair - optional),
• I sing (optional),
• I get out and towel myself dry,
• I clean the shower.

73
Conditional knowledge (when/why)

• The process involved (several conditions/one
  action) in choosing the strategy ATaking a
  Shower_at_ to wake up and start the day off right.
•  
• If It is morning when I open my eyes and
• If I feel like I am still asleep even after I
  have gotten up and
• If I have enough time and
• If There is no one in the bathroom,
•  
• Then I choose the strategy ATaking a Shower_at_ to
  wake up and start the day off right.

74
Becoming Strategic in the ESL classroom

• Module 7
• RREALS
• Workshop leaders
• Nicole Bolduc
• Ron Mastine
• Special thanks to Jacquelyne Lord

PowerPoint presentation Ron Mastine
75
Activity 6 Problem solving
76
Problem solving

• Oral presentation, once.
• In teams or alone, you have 5 minutes NO
  questions!
• Answer P-13 individually.
• Discuss in teams and prepare a summary.
• Plenary What did not foster learning confidence
  and the development of strategies?
• Notes? Why?
• The importance of guiding to use note-taking
  strategies.

77
Solution First clue

• If the ages of the three children are multiplied,
  the result is 36.
•  
• The possible groups of three numbers which, when
  multiplied, give 36 are
•  
• A. 36 X 1 X 1 E. 9 X 2 X 2
• B. 18 X 2 X 1 F. 6 X 6 X 1
• C. 12 X 3 X 1 G. 6 X 3 X 2
• D. 9 X 4 X 1 H. 3 X 3 X 4
•  Since there are several possibilities, a second
  clue is needed.

78
Second clue

• If I add up the ages, I get the number of windows
  in the building facing us.
•  When the numbers in each group are added
  together, the results are
• A. 36 1 1 38 E. 9 2 2 13
• B. 18 2 1 21 F. 6 6 1 13
• C. 12 3 1 16 G. 6 3 2 11
• D. 9 4 1 14 H. 3 3 4 10
•  Robert asks for a third clue. There can only be
  one reason he does this and that is because there
  are two identical answers, which means that there
  are 13 windows in the building facing him.

79
Third clue

• My oldest child has green eyes.
•  
• First possibility 6, 6, and 1 - This would mean
  that there are two oldest children and not one
  child, so this is not the correct answer.
• Second possibility 9, 2 and 2 - This is the
  right answer because there is one oldest child.
•  So, the children's ages are 9, 2 and 2.

80
Whats common (2)

• Look at the following words and try to determine
  what they have in common.
•  Work individually and in silence.
•   
• strategy
•  
• scatterbrained jaywalking shared
•  
• flamboyant leapfrog phenomenon
•  
• dandelion doggerel overbearing
•  

81
Animal- words

• Importance of presentation?- strategies success
• How to approach the task find the solution?
• Use of prior knowledge- previous activity, test
  the strategy, use another.
• Make the importance of strategies explicit.

82
Activity 9 Planning
83
Planning

• Planning activities that take into account
  strategies and the 3 types of knowledge.
• Look at a model and analyse one of the
  activities we did.

84
MODÈLE DE PLANIFICATION PÉDAGOGIQUE STRATÉGIQUE

• SCÉNARIO DE LA TÂCHE D'ENSEIGNEMENT /
  APPRENTISSAGE

85
AVANT

• Visée(s)
• a) Énonciation de l'objectif d'apprentissage de
  l'élève
• b) Intention de l'objectif
• c) Signification de l'apprentissage pour l'élève
• - établir un climat de sécurité affective et
  cognitive motivation, attention, concentration,
  participation, ouverture sensorielle, ouverture
  sensitive/affective
• - rendre l'environnement paisible

86
Préalable(s)

• a) Valorisation faire prendre connaissance aux
  élèves qu'ils possèdent déjà des savoirs qui
  serviront au nouvel apprentissage
• b) Procédure de rappel pour l'élève
  remue-méninge, questionnement oral/écrit,
  sondage, évocation mentale, etc.
• c) Identification des savoirs préalables à
  l'apprentissage (faits, notions, règles,
  habiletés, stratégies, techniques, attitudes,
  aptitudes psychomotrices, etc.)

87
Mise en situation

• Formuler une mise en situation signifiante pour
  l'élève
• P-37

88
Mise en marche du projet

• a) Dégager le choc cognitif et affectif suscité
  par le projet.
• b) Rappeler la signification (revalorisation du
  projet)
• c) Deviner ou anticiper les résultats
  d'apprentissage.

89
PENDANT (1-10) P-38

• 1 Déterminer son rôle de médiation pendant
  l'apprentissage de l'élève (animateur, guide,
  ressource, catalyseur, facilitateur, acteur,
  etc.)
•  
• 2 Faire de l'évaluation formative tout au long
  de la démarche d'enseignement/apprentissage
•  
• 3 Disposer l'élève à réaliser ultérieurement la
  phase d'évocation mentale après l'apprentissage
•  
• 4 Décrire ou rappeler la démarche ou l'étape de
  la démarche d'apprentissage ou de la méthode
  propre à la matière, au besoin
•  
• 5 Présenter les notions nouvelles à exploiter
  durant l'apprentissage (connaissances
  déclaratives)

90
PENDANT (6-10)

• 6 Présenter la ou les tâches d'apprentissage à
  exécuter par l'élève
•  
• 7 Décrire/rappeler/expliquer la ou les
  stratégies/procédures qui favorisent
  l'apprentissage ou facilitent la résolution du
  problème particulier à l'apprentissage
  (connaissances procédurales)
•  
• 8 Faire connaître la performance attendue de
  l'apprentissage en vue de centrer et de sécuriser
  l'élève.
•  
• 9 Organiser l'environnement en fonction de
  l'apprentissage (ressources humaines,
  matérielles, espace, temps, disposition de la
  classe, etc.)
•  
• 10 Objectiver pendant l'apprentissage
  (évocation, prise de conscience,
  blocage/déblocage, questionnement, etc.)

91
APRÈS P-39

• Évocation Représentations mentales
•  
• Visuelle comment as-tu vu intérieurement
  tes informations?
• ou
• Auditive-verbales
• comment as-tu vu intérieurement tes
  informations?
• comment t'es-tu dit intérieurement tes
  informations?

92
Intégration

• Organiser les nouveaux savoirs (connaissances
  déclaratives, procédurales, conditionnelles,
  schémas, cartes sémantiques, etc.)
• Faire prendre conscience des réussites et des
  nouveaux acquis de l'élève par des formules
  telles "Tell me.." "Show me..." "Write down
  for me...".
• Faire expliciter les découvertes tirées des
  nouveaux acquis.
• Faire appliquer les résultats de l'apprentissage
  à une situation comparable s'il y a lieu.

93
Réinvestissement

• Fournir une évaluation des résultats de
  l'apprentissage (collective ou individuelle) au
  besoin.
• Enrichir la signification initiale.
• Proposer des activités de correction ou
  d'enrichissement, selon le cas et si nécessaire.

94
Analysis

• Turn to pages P-40 to 42.
• M.L.T M.C.T.
• Referential for the model
• Go to annexe 5, the workshop leaders guide for
  activity 7
• Read P-43, then use pages P-44 to 46 for the
  activity
• Share long term plan