Effective Instructional Strategies

Effective
Instructional
Strategies
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Teaching Oral Communication,
Reading and Writing in the FSL
Classroom
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Co-operative Learning
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Multiple Intelligences
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Higher Level Thinking
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Teaching Oral Communication,
Reading and Writing in the FSL Classroom
Oral Communication
Development of oral language provides the foundation that enables students to learn to read
and write. Because listening and speaking are inseparable in real-life situations, these skills
should be developed together in the classroom.
The Ontario Curriculum French as a Second Language:
Grades 4-8, Ministry of Education, 1998
The Ontario Curriculum French as a Second Language: Grades 4-8 stresses the fact that students
in Core French require an adequate “listening period” before they are to be expected to
communicate in French. They need to have opportunities to develop strategies such as facial
expressions, body language, pictures, intonation, context, and familiar words to deduce the
meaning of new words and to make sense of spoken language. Therefore Core French teachers
need to provide opportunities for students to use French for real purposes and in real situations
as well as to develop an appreciation of French culture in Canada and throughout the world.
Core French teachers should provide students with opportunities to:
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listen to French spoken by both live and recorded voices, and by people of different ages,
speaking in different accents, and at different rates of speed;
conduct surveys and interviews;
prepare and give oral presentations,
play roles in dramatizations and simulations;
discuss topics of interest, personal concerns, reading materials and subject matter.
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Reading
Introduction
Reading is a complex process that provides a bridge between speech and writing. In learning to read texts in
French, students build on the knowledge and skills developed through oral communication in order to
understand and respond to written materials. Reading skills and knowledge should be developed after
language has been introduced orally in a meaningful context that encourages students to think about what they
are reading. Oral pre-reading activities build a bank of vocabulary, set the context for the topic, and relate texts
to the students’ experience or prior knowledge of a topic. These oral activities play an important role in
making written texts accessible to students.
A well-balanced reading program will provide students with opportunities to read for comprehension,
consolidation of language learned orally, vocabulary building, information, and enjoyment, and to practise
correct pronunciation and intonation.
Students need to read a wide range of materials representing different forms, genres and styles, and appropriate
to their age, interest and level of proficiency in French. Materials should include signs, charts, menus, song
lyrics, poems, books, and selections from magazines, newspapers, and electronic sources.
Students will be using all the basic reading strategies (e.g., visual and verbal cues, information from context,
and knowledge of language patterns, conventions, and structures) to help them understand written texts.
Although the lists of expectations might suggest that the skills involved in reading are discrete skills, they are
in fact aspects of an integrated process that is best applied in a context that students see as meaningful and that
encourages them to think about what they are reading.
The Ontario Curriculum French as a Second Language:
Grades 4-8, Ministry of Education, 1998
Reading instruction, whether it be in the students first language or a second language has three
main goals as outlined in A Guide to Effective Instruction in Reading, Kindergarten to Grade 3:
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Comprehension is the ability to understand, reflect on and learn from text. To ensure
that students develop comprehension skills, effective instruction builds on their prior
knowledge and experience, expands their language skills and promotes the development
of high-level thinking skills.
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Fluency is the ability to identify words accurately and to read texts with ease, pace and
automaticity (fast, accurate, and effortless identification of words). Fluency results when
students reread texts about familiar subjects for authentic purposes.
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Motivation to read is the essential element for actively engaging students in the reading
process.
A Guide to Effective Instruction in Reading Kindergarten to Grade 3
Ministry of Education 2004
An effective reading program in a Core French class, should include four key instructional
strategies - read-aloud, shared reading, guided reading and independent reading. Other essential
components are:
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the development of the students’ oral language skills;
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an instructional focus on comprehension in reading and on the development of skills an
strategies to support comprehension;
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the ability to decode and understand the meaning of unknown words;
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the application of all of these skills and strategies, and all of this knowledge and
awareness to reading in a second language.
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They need to have access to a variety of print resources (songs, poems, books, charts, etc.). To
capture their interest and have them read for information and pleasure.
Four Key Instructional Strategies
Comprehensive reading instruction includes the teaching of a variety of reading strategies to help
second language learners read with ease and think critically about what they are reading. It also
includes whole class, small group, and individual instruction to help students move from guided
reading, shared reading and reading aloud to independent reading.
Read-Alouds
In read-aloud(s) the Core French teacher reads to the whole class or to a small group, using
reading material that is at the listening comprehension level of the students. Reading aloud
exposes students to new vocabulary, a variety of genres and contributes to oral and written
language development.
Shared Reading
In shared reading, the teacher guides the whole class or a small group in reading enlarged text
that the students can see - for example, a big book, a reading passage on overhead, a chart, a
poster, or a book. The text could be read several times, first by the teacher and then with
students joining in. Shared reading involves active participation and considerable interaction on
the part of both the students and the teacher. It is important that the teacher takes into account
the difficulty of the text and the skills, knowledge, and experiences of the students when
structuring this activity.
Shared reading provides the Core French teacher with the opportunity to model effective
reading, promote listening comprehension, teach vocabulary and reinforce letter-sound
relationships.
The following resources are useful for shared reading:
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big books (Grade 4);
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texts taken from Core French programs;
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word walls;
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sample of environmental print;
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poetry, songs;
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text written on overhead or charts.
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Guided Reading
Guided reading is a small group, teacher-directed activity. It involves using carefully selected
books at the student’s instructional level. The Core French teacher supports a small group of
students as they read, talk and think their way through a text. Guided reading groups usually
consist of four to six students who can apply the same reading strategies and who are able to read
similar texts with support. The teacher’s role is help students to consolidate their reading
strategies, provide opportunities for students to apply strategies they have learned, supporting
them in the correct application of the strategies, and reteaching the strategies if necessary. Core
French teachers should select books that address the interests of their students and that are also
age and language appropriate.
Independent Reading
During independent reading, students have the opportunity to practise reading texts that are at
the appropriate level and apply reading strategies that have been modelled and taught.
Independent reading:
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allows students to practise and consolidate strategies that they have learned in the FSL
class;
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fosters a positive attitude towards reading;
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allows students to see themselves as competent readers in the French language
During independent reading, the student reads a text at an appropriate reading level and applies
strategies that have been modelled and taught. It is important that Core French teachers have a
variety of reading materials available at different levels. Texts may be selected by the student
with or without teacher support, or by the teacher. Reading materials at an appropriate level and
an interesting topic as well as brightly coloured illustrations will motivate the student to read in a
second language.
Independent reading should be preceded by book talks and/or mini lessons on book selection and
reading strategies. In a book talk, the teacher introduces one or two sample texts to the students.
It should only take one or two minutes and is used to stimulate student interest in the books.
Students can read on their own or with a partner. Teachers circulate in the room to observe
reading behaviours and confer with students about what they are reading. During the mini
lesson, the teacher models a specific reading strategy and the students apply that strategy during
the independent reading time.
Teaching Practices that Support Reading Achievement
The following teaching practices will assist students in Core French in becoming proficient
readers in a second language:
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balance of direct instruction, guided instruction, independent learning, and student
practice.
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large group, small group, and individual instruction; discussion and collaboration.
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variety of assessment and evaluation techniques that inform program planning and
instruction.
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high quality literature and levelled texts.
variety of genres and electronic media.
authentic and motivating literacy experiences and learning activities.
interventions for students who are at risk.
supportive classroom culture and an environment that promotes higher order thinking
skills.
guidance, coaching and feedback for students.
effective classroom organization and management.
Adapted from Early Reading Strategy, The Report of the Expert Panel
on Early Reading in Ontario, Ministry of Education, 2003
Selection of Texts
In selecting appropriate reading materials, teachers of Core French need to take into
consideration student interests, the grade and ability level of the students, needs, availability of
resources, and prior knowledge so that students will build on and transfer the reading strategies
developed in their English program.
Core French teachers are encouraged to consider the following when selecting resources:
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Is the topic familiar to the reader (language and theme)?
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Have the students’ interests and abilities been considered?
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What is the length of the text (word count)?
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Do the vocabulary and language structures introduced in the text connect to The Ontario
Curriculum French as a Second Language: Grades 4-8?
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Do the reading materials allow for students to demonstrate their understanding through
other mediums (e.g., song, poem, poster, advertisement, letter)?
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Will the evaluation allow for students to demonstrate their understanding at all four
levels of performance?
Reading Activities
Before Reading
Before beginning to read, the teacher and students establish the purpose of reading. Together
they consider what they already know about the topic and genre and use the title, headings, table
of contents or index, and new, unfamiliar vocabulary to enhance their predictions.
Early Reading Strategy, The Report of the Expert Panel on Early
Reading in Ontario, Ministry of Education, 2003
Pre-reading activities will prepare students to read an unfamiliar text by developing their interest
in the material, providing contextual information, relating the text to students’ prior knowledge
and experience, and introducing key vocabulary to enhance their understanding. Pre-reading
activities in the Core French class can include:
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brainstorming to discover what students already know about the topic;
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making predictions about events or ideas in the story based on the illustration, cover,
selected vocabulary items, etc.;
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vocabulary building;
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discussion of the theme;
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teacher modelling (teacher reads the story aloud or plays an audio cassette or CD);
picture walk through the story/reading passage using pictures only. Use simple questions
and key words such as: “Qui est-ce?”;
text walk (find the words and how they fit into the context of the sentence) to give a
preview and exploration of key vocabulary items;
reading the selection and picking out six to eight key vocabulary words. On the board or
experience chart, put the numbers from 1-8 and put blanks beside each number
representing the number of letters in the word. Students record the words in the same
way. For each word, begin by writing the first letter of the word and add additional
letters one at a time, once students have had an opportunity to guess the word. After each
word is guessed discuss its meaning. Continue in the same way for all of the words.
When all words are filled in, students can attempt to make predictions about the story.
During Reading
“During reading, the students respond to the text by searching for meaning, identifying the main
ideas, predicting and verifying predictions, and building a coherent interpretation of the text.
Students bring their experiences of the world and literature into the reading activity. The teacher
directs the attention of students to subleties in the text, points out challenging words and ideas,
and identifies problems and encourages the students to predict solutions.”
Early Reading Strategy, The Report of the Expert Panel on Early
Reading in Ontario, Ministry of Education, 2003
During reading activities allow students to deepen their understanding of the text. Activities in
the Core French class could include:
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asking questions to help Core French students to understand main ideas and events;
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explaining reading strategies to assist Core French students in deriving main ideas from
context and language cues such as the recognition of cognates and word families;
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encouraging the use of thinking strategies to make predictions;
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providing students with bookmarks with key points to consider to help students stay
focussed in their reading. For example:
Personnages
- Qui est le personnage principal?
- Est-ce que tu l’aimes ou tu le/la détestes?
- Quels sont les personnages de soutien?
ou
L’intrigue
- Quels sont les événements principaux de l’histoire?
- Est-ce que tu peux prédire ce qui va arriver ensuite?
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giving students a question and have them read to find out important events or information
by using the phrase “Lis jusqu’à...” Students raise their hand when they have read the
part that helps them find out the information and continue reading. When most hands are
up, a volunteer can give the answer and another student could read aloud the section of
the text that helped them figure out the answer. If it is a two part question, students could
first raise one hand and then two once they have figured out the second part.
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After Reading
“After reading, the students reflect of their learning as they apply the knowledge acquired during
reading, or transfer that knowledge to other contexts (e.g., by retelling, summarizing, creating
graphic organizers, or putting pictures in sequential order).”
Early Reading Strategy, The Report of the Expert Panel on Early
Reading in Ontario, Ministry of Education, 2003
After reading a selection, encourage students to reflect upon and to respond to the material they
have read. Post reading activities will assist students in consolidating their understanding and
allow them to explore meaning through personal responses. Post-reading activities include:
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oral presentations such as skits or role-playing;
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retelling the story in their own words;
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changing an re-writing elements of a story.
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student catches a beach ball on which a number of questions related to the reading text
have been written; the student reads the question, answers it and tosses the ball on to the
next student who either adds to the answer of answers another question;
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retelling the story using gestures;
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dividing a paper plate into sections with the teacher writing one question word on each
section (qui, quel/quelle,quand, pourquoi, comment) and attaching a paper clip with a
grommet and paper fastener in the middle as a spinner; students take turn spinning and
formulate a question* for the class
* Model and post sample questions for students such as:
- Qui est l’auteur?
- QUEL est le titre de l’histoire?
- Qui est le personnage principale?
- Quelle est la mise en scène?
- Quelle est ta partie favorite?
- Pourquoi est-ce que tu aimes l’histoire?
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acting out the story ;
choral reading
reader’s theatre
close reading activities - present the text on overhead, cover key words and have students
figure out the missing word
Word Walls
Word walls are used in many English classrooms for math and language but also for other
subject areas. They can also be effective as a method to enrich student vocabulary in Core
French because:
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attention can easily be drawn to words displayed on the wall;
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students can glance at the wall as needed;
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students know that these words are important and they must learn them;
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there is a limited number or words and students feel that the learning is more achievable;
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it meets the needs of all students.
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Core French teachers who do not have their own classroom can carry a portable word wall (e.g.,
bristol board, shoe bag from the dollar store with words on cards in each of the 12 pockets,
portable spinning clothesline with pegs from the dollar store with words hooked on to each of the
pegs, shower curtain/plastic tablecloth) with them or students can keep their own word wall in
their notebook or a folder. The important issue is access to words.
Selecting the Words
Words are added to the word wall once they have been taught explicitly. They may be words
that :
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are high frequency, relevant words that are used often;
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words that are related to other words already on the wall such as antonyms (frère/soeur)
or those with common sounds (yeux/cheveux).
Word Wall Activities
Core French teachers should incorporate into their daily lessons activities focused on the word
wall. The following activities will enhance the vocabulary development of students in Core
French classes:
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Donnez-moi un mot qui rime avec ....... Students look to word wall for the correct word.
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Provide students with a definition of a word on the word wall and have students find the
word.
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Donnez-moi un mot qui commence avec la lettre c et qui a le son eu ...........cheveux
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As a group, brainstorm words with similar sounds but with spelling variations.
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Write the letters belonging to each word on separate pieces of paper. Put the letters to
each word in an individual container. Have students unscramble the word and provide it
to you in a sentence.
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Charades - Students select word from word wall and act it out. Students from their team
guess it.
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Word bingo - Students write word wall words on their blank bingo sheet. Teacher makes
a master copy of all of the words an calls them out one at a time. Students repeat or chant
the spelling of the word on their card and cover it with a marker. The first student to
correctly identify and cover a complete row, wins.
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Devinettes - Teacher or student gives three clues about a word on the Word wall. If the
team guesses it on the first clue they receive 3 points, on the second 2 points, on the third
1 point.
Assessment
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Assessing student reading skills in a Core French program provides Core French teachers with
answers to the following questions:
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Does the student understand the meaning of the text?
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Does the student use effective word-solving and comprehension strategies on
increasingly difficult texts?
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Does the student read fluently?
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Does the student adjust reading strategies as needed?
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Does the student make connections with his/her own experiences?
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Is instruction meeting the student’s needs?
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Is instruction facilitating the student’s development into an effective and enthusiastic
French reader?
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Observations and assessments of students’ oral language and writing skills also provide
significant insight into their reading behaviours.
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Writing
The Core French curriculum emphasizes the basic skills related to the conventions of written
language - grammar, spelling, and vocabulary - that must be acquired if students are to
produce clear writing. Writing activities serve to support and reinforce the oral introduction
of language components. Pre-writing activities build a bank of vocabulary, set the context for
the topic, and draw on the students’ experience or prior knowledge of a topic. These activities
play an important role in helping students develop the ability to write in French.
As students read a variety of written texts, they increase and gain command over their
vocabulary, and learn to vary their sentence structure, organizational approach, and voice. To
become good writers who are able to communicate ideas with ease and clarity, students need
frequent opportunities to write for a variety of purposes and audiences.
Writing activities that students see as meaningful and that challenge them to think creatively
will also help them achieve a fuller and more lasting mastery of the basic skills. Teachers will
find it necessary and even desirable at times to focus a lesson on a particular aspect of
grammar, vocabulary, or spelling.
The Ontario Curriculum
French as a Second Language
Grades 4-8, p.9 Ministry of Education, 1998
Core French teachers are encouraged to:
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expose Core French students to appropriate and carefully selected reading materials prior
to starting to write;
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provide opportunities for students to recopy familiar words that they have learned orally
(this could be done in a personal dictionary or by creating personal word lists);
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provide models for students or develop a writing piece with the whole group;
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provide students with opportunities to write collectively (short stories, letters, cards,
invitations, posters, etc.);
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emphasize in meaningful contexts, not only the spelling of new words, but also soundletter relationships, spelling strategies, grammar conventions and punctuation;
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use guides and or visual supports such as charts, word walls, labels, etc. as well as
reference materials such as dictionaries to help students with their writing;
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select meaningful correction techniques to reinforce learning and to encourage students
to write;
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provide authentic writing experiences;
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use a word wall to reinforce and enhance vocabulary acquisition.
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Authentic Writing Experiences
Students in Core French need to participate in authentic writing experiences. In doing so,
students are more motivated to write. These experiences include:
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For younger students, creating a message centre/bulletin board where students can post a
variety of messages such as:
des invitations;
des announces d’articles à vendre;
des messages personnels;
des nouvelles;
des devinettes ou des plaisanteries.
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Introducing a “boîte postale” where students can write messages to their teacher or to
other students. Keep paper and pencils near the “boîte postale”.
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Creating a class newspaper in French. Students can be involved in:
developing the content;
creating the name and format;
determining who should receive the paper, etc.
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Providing opportunities to write letters. The letters should be related to authentic events
such as thanking a performer, inviting parents to a café, etc. For younger students, Core
French teachers may share a model with the students in order to provide suggestions
concerning letter content. Pen pals are an excellent way to provide students with a reason
for writing about themselves and things that are happening in their school and
community.
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Having students conduct surveys and/or interviews and record the results.
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The Writing Process
To become good writers who are able to communicate ideas with clarity, students need
frequent opportunities to write, and to apply the stages in the writing process they use for
writing in English. The writing process comprises several stages, each of which focuses on
specific tasks. The main stages of the writing process are: generating ideas; choosing a topic
and determining the purpose of writing and the audience to be addressed; developing a plan
for writing; writing a first draft; reviewing and revising; editing and proofreading; and
producing a final copy.
Throughout the writing process, teachers should demonstrate specific aspects of writing, and
guide, facilitate, monitor, and evaluate students’ development in writing.
The Ontario Curriculum
French as a Second Language
Grades 4-8, p.9 Ministry of Education, 1998
Pre-writing Phase
Students in Core French need to be provided with opportunities to formulate their ideas and
organize their thoughts. Core French teachers can assist their students by:
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providing opportunities for discussion;
having the students illustrate what they are planning to write about;
having students do research on a particular topic such as winter carnival;
having students participate in interviews;
brainstorming as a whole group vocabulary and ideas;
related to a topic or theme;
doing a close passage with students and brainstorming possible substitutions;
having students piece together parts of a story.
Writing Phase
During this phase, the students put their thoughts on paper and may rethink and rewrite many
times before they are happy with what they have written.
Revision Phase
During this phase, students:
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share their work with a peer
revise their work to make it clearer to the reader
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Editing Phase
Once the draft is complete, students check their work for:
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grammar
punctuation
verb agreement
spelling
language use
They may make use of other students, personal dictionaries, word walls, etc. to enhance the
accuracy of their work.
Post Writing phase
Once the students have completed their writing they can share it with their classmates or other
students in a variety of ways including:
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reading the story to the class or to younger students
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having their work published in a class newspaper
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taping their story
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presenting their story in a “reader’s theatre” format.
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Co-operative Learning
A wealth of research exists in both English and French that supports the positive effect of cooperative learning on student learning. In a co-operative learning environment, students
demonstrate:
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higher academic achievement;
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a more positive attitude toward the subject matter which leads to a greater motivation to
learn and a greater retention of skills and knowledge;
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more dedication to the task at hand due to a more active role in their own learning;
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a more relevant overview of the materials by relating the content to their own interests,
experiences and values;
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thinking at a higher level due to a greater emphasis on problem solving and sharing
information;
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higher self-esteem by more readily recognizing their strengths and difficulties through
interaction with their peers;
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a more positive self-image since they feel accepted by their peers and appreciated for
their contribution to the group;
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a greater willingness to collaborate having developed co-operative skills and learned
values such as respect and caring for others, responsibility, helpfulness and empathy;
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a more positive attitude vis à vis schools and teachers.
We learn:
10% of what we read;
20% of what we hear;
50% of what we hear and see;
70% of what we discuss with others; and
95% of what we teach to someone else.
The following co-operative learning strategies can easily be incorporated into Core French
classes in order to fully engage students in their learning and to enhance the communicative
aspect of Core French instruction.
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Co-operative Learning Strategies
Turn-3-Review
1.
Teams of three are formed.
2.
Team members number off.
3.
#1
#2
#3
4.
Team members exchange roles.
asks a question.
responds.
praises/helps #2
Match - Mine
1.
2.
3.
4.
5.
6.
7.
Participants are paired off (A & B).
Participants sit back to back or on opposite sides of a visual barrier.
A positions the set of figures.
B attempts to match the position of an identical set of figures by asking A questions.
A responds either positively or negatively.
Upon completion, A & B compare figures.
A & B reverse roles.
Numbered Heads Together
1.
2.
3.
4.
5.
Teams of three are formed.
Teacher poses a question.
Students determine the appropriate answer. (Think)
Teammates compare answers and reach consensus on correct response. (Heads
together!)
Teacher calls out a number. Designated team member shares team’s response
(Number. Response.)
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Word Triads
1.
2.
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teams are formed
each team receives a sealed envelope containing several strips of paper of three different
colours
in completing the activity, these rules must be followed:
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no one may speak
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no one may signal for a strip of paper
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a strip of paper may be given but no one may reach over and just take one
the strips of paper are distributed equally among all team members
each member must share the strips of paper so that each may form a correct sentence with
the three strips in their possession
One & All
1.
Each group of four students receives a large format response sheet.
2.
Simultaneously all students silently write their own responses to the posed question in the
sections along the perimeter of the worksheet.
3.
After all students have completed, the written responses are shared in roundtable format.
4.
Students discuss the responses and come to a consensus on a single response that best
represents the view of the group. This response is written in the centre of the worksheet.
Simultaneous Roundtable
1.
Groups are given one piece of paper and pen per member.
2.
Within the allotted time, each member contributes an independent response to the task
outlined on his/her paper.
3.
The pieces of paper are then circulated clockwise to the next team member.
4.
Steps #2 and 3 are repeated until time is up or the task is completed.
Sequencing
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1.
Teammates open envelope and place strips on table, face down.
2.
Each member, in turn, chooses a piece.
3.
Each member reads aloud (or shows) own strip(s).
4.
Team reaches consensus as to which strip is first and it is placed.
5.
Same is done for all pieces.
Corners
Any individual difference dimension can be the focus.
1.
Les couleurs - 1 colour of the teacher’s choice is posted in each corner of the room: rose,
blue, noir, violet. Students choose the colour they like best, go to that corner and find a
partner. They tell each other something that they have in that colour, hopefully en
français.
2.
La télé - les comédies, les films d’horreur, les films de science-fiction, les dessins
animés. Students find a partner and name their favourite TV shows or film in that
category using the phrase “J’aime...”
3.
Les sports - le soccer, le hockey, le volleyball, le baseball. Students find a partner and
state where/when they play that sport.
4.
Les magasins - boulangerie, le magasin de disques, le magasin de sports, l’épicerie.
Students tell each other what they like to buy in that store.
5.
Les passe-temps - écouter la musique, faire de la photo, regarder la télé, faire du sport.
Students exchange reasons for their choices.
CFH03(P124-P163)Feb2005
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February 2005
PROGRAM PLANNING
Graffiti Boards
1.
Place students in groups of three or four.
2.
Provide a large piece of paper to each group. Each piece of paper has a topic which may
be the same or different in the middle.
3.
Students get approximately 30 seconds to reflect and then about 1½ minutes to
individually but simultaneously record their ideas on the paper.
4.
They then stop and stand up and go, as a group, to a different piece of paper. As an
alternative, the paper could move rather than the students.
5.
They then once more write their ideas.
6.
They continue until each group has visited each of the other groups.
7.
When they return to their “home” group, their paper will reflect the ideas of everyone in
the class.
Example:
On each piece of paper is written the name of a famous person that the students would recognize.
Have them write an adjective to describe that person. After students return to their “home”
group, they cross out the duplicates. Have them generate, with you, a list of adjectives. An
adjective can be said only once and then it is crossed off each sheet of paper where it appears.
Placemats
1.
Have students divide up a piece of paper based on the number of members in the group
with a circle or square in the centre. Groups of two to four will work best.
2.
Each person must have a pen/pencil/marker and a location to set the paper.
3.
Students are provided with time to get their thoughts down on paper.
4.
The paper is rotated clockwise so that the thinking of all participants can be shared.
5.
Common thoughts can be listed in the
centre.
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February 2005
PROGRAM PLANNING
Numbered Heads
1.
This simply means to have the group number off (1, 2, 3...) or letter off (A, B, C...).
2.
Teacher can:
<
<
<
assign roles to each of the numbered students in each group;
ask #1 or #2, etc. in each group to start;
divide the students into pairs and ask all of the “A” students to start discussing a
topic: after a few minutes roles can flip and the other student begins to talk.
Value Line
1.
Establish an imaginary line in the room.
2.
Indicate to students the two extremes on the line. For example on one end, “J’aime jouer
aux sports.” and on the other end “Je déteste les sports”.
3.
Students position themselves somewhere on the line.
4.
Students can then share with the person next to them why they chose that position. The
end of the line can also be brought face to face with the beginning of the line and they
can be paired for discussion.
Think-Pair-Share
THINK-PAIR-SHARE is a strategy developed to encourage student participation in the classroom.
The components are as follows:
<
Students listen while the teacher poses a question.
<
Students are given time to think of a response.
<
Students discuss their response in pairs.
<
Students share their responses with the whole class.
There are many benefits to Think-Pair-Share:
<
All students have the opportunity to share their thinking with at least one other student,
thereby increasing their sense of involvement.
<
Students have been found to spend more time on task and to listen to each other more
when engaged in Think-Pair-Share activities.
<
Students may have better recall due to increased “wait time”, and the quality for
responses may be better.
CFH03(P124-P163)Feb2005
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PROGRAM PLANNING
Additional Support Material
P
Bennett, Barrie, Carol Rolheiser & Laurie Stevahn. Cooperative Learning – Where
Heart Meets Mind. Ajax, ON: Educational Connections, 1991.
P
Bennett, Barrie, Carol Rolheiser. Beyond Monet. The Artful Science of Instructional
Integration. Ajax, ON: Bookation Inc., 2001.
P
Bernard, Irene, Beverley Biggar et al. Acti-Vie Program Overview Guide. Scarborough,
ON: Prentice Hall Ginn Canada, 1997.
P
Clarke, Judy, Ron Wideman & Susan Eadie. Apprenons ensemble. Montréal, QC: Les
Éditions de la Chenelière, 1992.
P
Clarke, Judy, Ron Wideman & Susan Eadie. Together We Learn. Scarborough, ON:
Prentice-Hall Canada Inc, 1990.
P
Elementary Teachers’ Federation of Ontario. Classroom Beginnings. Toronto, 2000.
P
Gibbs, Jeanne. Tribes – A New Way of Leaning and Being Together. Sausalito, CA:
Centre Source Systems, 1995.
P
High, Julie. Second Language learning Through Cooperative Learning. San Clemente,
CA: Kagan Cooperative Learning, 1993.
P
Kagan, Spencer. Cooperative Learning. San Juan Capistrano, CA: Kagan Cooperative
Learning, 1992.
P
Stevahn, Laurie, Barrie Bennett & Carol Rolheiser. L’Apprentissage coopératif –
Rencontre du coeur et de l’esprit. Toronto, ON: Educational Connections, 1995.
P
Wong, Harry, Rosemary Tripi Wong. The First days of School, How to Be an Effective
Teacher. California, Harry K. Wong Publications, 1991.
CFH03(P124-P163)Feb2005
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February 2005
PROGRAM PLANNING
Multiple Intelligences/Les intelligences multiples
La théorie des intelligences multiples
Les principes importants
L
L'intelligence n'est pas établie de façon définitive
à la naissance.
L
L'intelligence peut être améliorée.
L
Il existe plusieurs types d'intelligences.
L
On a identifié sept types d’intelligences mais il en existe probablement
d’autres.
L
Nous possédons toutes ces différentes intelligences mais elles ne sont pas
développées de la même façon chez tout le monde.
L
Les intelligences les plus fortes peuvent améliorer les plus faibles.
Les implications pour le domaine de l'éducation
<
L'intelligence s'enseigne.
<
Il y a plusieurs façons de se connaître soi-même et de connaître le monde
qui nous entoure.
<
Il est important de reconnaître et d'encourager toutes les intelligences et
toutes les combinaisons d'intelligences.
<
Nous avons tendance à développer seulement une ou deux intelligences et
à laisser sommeiller les autres.
<
Il est possible de renforcer chacune de nos intelligences.
<
Les intelligences les plus fortes peuvent servir à renforcer et à améliorer
les plus faibles.
CFH03(P124-P163)Feb2005
P.145
February 2005
PROGRAM PLANNING
L'intelligence spatiale/visuelle
Une intelligence imagée
•
•
•
•
•
Pense en images;
Images visuelles claires et nettes;
Sait où tout se trouve;
Est fasciné par les engins et les appareils mécaniques;
Inventeurs, architectes, ingénieurs, mécaniciens.
Vous pouvez exercer votre intelligence spatiale/visuelle en:
-
rêvassant pendant la journée
utilisant des graphiques d'organisation
dessinant des organigrammes
jouant au jeu "Pictionary"
dessinant, faisant de la peinture ou de la
sculpture
vous servant d'un dictionnaire visuel
faisant des exercices mentaux
résolvant des casse-têtes et des labyrinthes
CFH03(P124-P163)Feb2005
-
P.146
construisant des modèles à trois
dimensions
dessinant des diagrammes
bricolant avec des engins
prenant des photos
visionnant des films et des bandes vidéos
étudiant la géométrie
développant des symboles pour exprimer
vos idées
étudiant la cinématographie
February 2005
PROGRAM PLANNING
Intrapersonnelle
La connaissance de soi
•
•
•
•
•
•
•
•
Possède l'habileté de se concentrer sur sa propre personne;
A une personnalité forte;
Connaît à fond ses sentiments, ses rêves et ses idées;
Est réfléchi et analytique;
N'aime pas tellement les activités de groupe;
Reconnaît ses points forts ainsi que ses faiblesses;
A besoin de temps de réflexion et d'espace;
Entrepreneur indépendant, chercheurs, philosophes ou théoriciens.
Vous pouvez exercer votre intelligence intrapersonnelle en:
-
rédigeant un journal intime
prenant une période de réflexion
fixant des buts à long terme
lisant des livres d'auto-instruction
commençant votre propre commerce
étudiant des biographies
travaillant sur des projets individuels, des
dissertations ou en faisant de la recherche
CFH03(P124-P163)Feb2005
-
P.147
analysant vos points forts et vos faiblesses
personnelles
réfléchissant
développant diverses théories
faisant de la méditation
étudiant un nouveau sujet
commençant un nouveau passe-temps
appréciant les personnes qui démontrent
de fortes personnalités
February 2005
PROGRAM PLANNING
L'intelligence
linguistique/verbale
Le mot vif
•
•
•
•
•
•
•
•
B
A C
Pense en mots;
Démontre des habiletés d'écoute très bien développées;
Joue avec les sons dans la langue;
Raconte bien les histoires, les blagues et les contes;
Adore voir, écouter et répéter des mots différents;
A souvent son nez dans un livre;
Aime rédiger des textes;
Professeurs, journalistes, écrivains, avocats, traducteurs.
Vous pouvez exercer votre intelligence linguistique/verbale en:
-
jouant aux jeux de mots
tenant un journal intime
recevant et lisant des revues diverses
faisant partie d'une équipe de débat
visitant la bibliothèque
faisant du traitement de texte
créant des blagues et des devinettes
composant de la poésie ou des chansons
CFH03(P124-P163)Feb2005
-
P.148
écrivant un article de journal
racontant des histoires
lisant des livres
apprenant un poème par coeur
faisant partie d'un club d'orateurs
étudiant une nouvelle langue
vous servant d'un dictionnaire de
synonymes
composant vos propres histoires.
February 2005
PROGRAM PLANNING
L'intelligence musicale/rythmique
L'oreille fine
*
*
*
*
*
*
*
Pense en sons, en rythme, en musique;
Chante, murmure, siffle même s'il/elle est seul(e);
Réagit immédiatement à l'écoute de musique;
Apprécie la musique, joue de la musique et conduit des chants ;
Aime les sons de son environnement: les cloches, les insectes, la musique ambiante;
Donne son opinion quant à la musique des autres;
Musicien d'orchestre, chanteur de chorale, présentateur de disques, membre d'un groupe
de théâtre.
Vous pouvez exercer votre intelligence musicale/rythmique en:
-
chantant, sifflant ou faisant de la musique
Rap
devenant membre d'un orchestre
assistant à des concerts
étudiant en écoutant de la musique douce
ajoutant un logiciel de musique à votre
ordinateur
jouant le jeu "Nommez cet air"
CFH03(P124-P163)Feb2005
-
P.149
lisant des critiques d'oeuvres musicales
jouant un instrument quelconque
prenant des leçons de musique
écoutant de la musique
faisant la re-découverte de mélodies
bien-aimées
créant des aide-mémoires musicaux
composant des chansons et des poèmes
February 2005
PROGRAM PLANNING
L'intelligence corporelle/kinesthésique
En mouvement
•
•
•
•
•
•
Apprend à l'aide de sensations corporelles;
Démontre un degré élevé de coordination motrice;
Connaît les choses d'instinct;
Mimique les tics et les manières
personnelles (bonnes ou mauvaises) de tout le monde;
Doit bouger, on l'appelle souvent hyper-actif(ve);
Athlètes, danseurs(seuses), acteurs, mimes, comiques.
Vous pouvez exercer votre intelligence
corporelle/kinesthésique en:
-
prenant part à un groupe de théâtre
commençant un projet d'artisanat
développant les mouvements pour
exprimer des faits ou des idées
jouant des rôles différents
jouant avec des jeux vidéos
faisant un sport quelconque
entraînant les autres à un sport
utilisant tous les sens
construisant quelque chose
CFH03(P124-P163)Feb2005
-
P.150
faisant de l'exercice
jouant au jeu de "charades"
apprenant un art martial
dansant
étudiant le langage des signes
participant à des simulations
manipulant des objets divers
faisant de la couture
February 2005
PROGRAM PLANNING
Les intelligences multiples
L’intelligence interpersonnelle
Connaît son monde
F Pense et apprend en faisant un rapport, en coopérant et en communiquant avec d'autres
personnes;
F Dirige ses pairs;
F Possède une habileté innée de comprendre les sentiments et les intentions des autres;
F Comprend les gens, peut médier la résolution d'un conflit;
F Organise, communique et parfois même peut manipuler les gens qui l'entourent;
F Connaît les gens de la rue, a beaucoup d'amis;
F Conseillers, gens d'affaires, politiciens, organisateurs de communauté.
Vous pouvez exercer votre intelligence interpersonnelle en:
-
travaillant en collaboration avec d'autres
apprenant en équipe
vous servant d'un réseau informatique
tenant des réunions de famille
vous joignant à un groupe communautaire
commençant un groupe de lecture
devenant membre d'un groupe d'artisanat
-
CFH03(P124-P163)Feb2005
P.151
visitant des amis
discutant d'idées diverses entre amis
prenant charge d’une activité quelconque
vous rendant à diverses réunions
organisant une soirée
vous présentant à un poste politique
collaborant à un projet quelconque
faisant de l'enseignement ou de la
consultation
vous faisant médiateur de conflits
February 2005
PROGRAM PLANNING
L'intelligence logique/mathématique
La logique du juge
1
1
1
1
1
1
Pense conceptuellement;
Habile à raisonner, à voir la logique et à résoudre des problèmes;
Explore les patrons, les catégories et les relations entre choses et personnes;
Manipule son environnement pour en faire l'expérience de manière contrôlée;
Pose des questions sur les événements naturels;
Scientifiques, ingénieurs, programmeurs d'ordinateurs, comptables.
Vous pouvez exercer votre intelligence
logique/mathématique en:
-
dessinant des cartes
identifiant des modèles
traçant des graphiques
pensant de façon abstraite
faisant l'analyse de problèmes
résolvant des problèmes de mathématique
développant différentes directions
lisant des revues scientifiques
CFH03(P124-P163)Feb2005
-
P.152
faisant des expériences diverses
résolvant des casse-têtes de logique
développant des théories diverses
jouant aux échecs
faisant de la programmation d'ordinateur
jouant au jeu "Mastermind"
tirant des conclusions
identifiant les liens entre choses ou
concepts
February 2005
PROGRAM PLANNING
Les intelligences multiples - Auto - évaluation
On peut utiliser les pages suivantes comme auto-évaluation pour déterminer les intelligences
multiples.
Chaque personne a besoin d’une copie du script. Comme activité avec toute la classe, le
professeur lit à haute voix la première phrase de la première intelligence. Si l’élève est d’accord
avec la phrase pour lui&elle même, il&elle colorie une case du graphique. Si non, il/elle attend
une autre phrase. L’étudiant(e) continue de colorier les cases sans sauter de cases. Après l’avoir
complété pour toutes les intelligences multiples, l’étudiant peut examiner son graphique et voir
facilement quelles intelligences sont plus fortes.
On peut aussi utiliser cette activité comme auto-évaluation individuelle où l’étudiant(e) lit les
phrases lui/elle-même.
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February 2005
PROGRAM PLANNING
Les intelligences multiples - Feuille d’auto-évaluation
Spatiale/Visuelle
G
G
G
G
G
G
G
Quand je me ferme les yeux, je vois souvent des images claires et très vives.
J’aime beaucoup faire des casse-têtes, trouver la sortie d’un labyrinthe ou jouer avec des
formes géométriques.
J’aime dessiner et crayonner.
J’apprécie beaucoup la forme et la couleur.
Je me situe d’habitude très vite dans un endroit qui ne m’est pas familier.
Je préfère regarder des livres pleins d’images.
À l’école, j’ai beaucoup plus de facilité pour la géométrie que pour l’algèbre.
Linguistique
G
G
G
G
G
G
G
J’aime beaucoup les livres.
J’entends les mots dans ma tête avant de les lire, les réciter ou les écrire.
J’aime beaucoup les jeux de société comme Scrabble, Anagrams ou Password.
Je parle souvent des choses que j’ai lues ou entendues.
À l’école, j’aime beaucoup mieux le français, les sciences sociales et l’histoire que les
mathématiques et la science.
Quand je me promène en voiture les grands panneaux publicitaires m’intéressent
beaucoup plus que le paysage.
J’ai récemment composé un texte don’t je suis très fier (ère) et pour lequel j’ai reçu des
accolades.
Interpersonnelle
G
G
G
G
G
G
G
À l’école ou à la maison, je suis la personne à qui les autres demandent conseil.
Je préfère les sports d’équipe comme le badminton, le volleyball ou le softball à la
natation et au jogging.
J’aime beaucoup mieux passer une soirée avec un groupe d’amis que seul(e) à la maison.
J’aime les passe-temps de société comme le Monopoly ou le bridge beaucoup plus que
les jeux vidéos ou le jeu de patience.
Si j’ai un problème à résoudre, je demanderai sûrement l’aide de quelqu’un plutôt que de
trouver moi-même la solution.
J’ai au moins (3) trois bons(nes) amis(es).
J’aime beaucoup m’impliquer aux activités sociales à l’école ou dans ma communauté.
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February 2005
PROGRAM PLANNING
Musicale
G
G
G
G
G
G
G
J’écoute souvent des cassettes ou des disques compacts, et la musique à la radio.
En me promenant en ville, je réalise parfois que j’ai un air bien connu ou la ritournelle
d’une émission de télévision qui me tourne en tête.
Je peux facilement tenir le temps d’une pièce de musique avec un simple instrument à
percussion.
Je fais souvent des sons avec mes doigts ou je chante en travaillant, en étudiant ou en
apprenant quelque chose de nouveau.
Je connais bien l’air de plusieurs chansons ou pièces de musique.
Je joue un instrument de musique.
Si j’entends une pièce de musique une ou deux fois, je peux d’habitude la répéter assez
fidèlement.
Corporelle/kinesthétique
G
G
G
G
G
G
G
Je prends part à une activité physique ou je joue à un sport de façon régulière.
J’aime souvent passer mon temps libre dehors.
Je fais souvent des gestes ou je me sers de mon corps quand je converse avec quelqu’un.
J’ai besoin de toucher les choses pour apprendre.
Je dirais que je suis assez bien coordonné(e).
Je dois pratiquer une nouvelle habileté pour bien l’apprendre plutôt que d’en lire les
règles ou de regarder un vidéo qui la décrit.
Les meilleures idées me viennent souvent au cours d’une marche ou en faisant du jogging
ou quand je fais une autre activité physique de quelque sorte.
Intrapersonnelle
G
G
G
G
G
G
G
Je passe régulièrement du temps seul(e) en méditation, en réflexion ou en réfléchissant
aux questions de vie importantes.
J’ai pris part à des ateliers de consultation et de connaissance de soi pour apprendre à
mieux me connaître.
Je tiens un journal intime où je relate les points importants de ma vie intérieure.
Je me considère comme étant une personne forte et indépendante.
Je préférerais beaucoup passer une fin de semaine seul(e) dans une cabane isolée en forêt
que dans un endroit de villégiature très à la mode avec une foule de gens autour de moi.
J’ai un passe-temps très spécial que je fais par moi-même.
Je me suis fixé(e) des buts très définitifs à atteindre dans ma vie personnelle et je les
revise et les repense de façon régulière.
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PROGRAM PLANNING
Logique / mathématique
G
G
G
G
G
G
G
Je peux facilement compter dans ma tête.
Les maths ou les sciences sont mes matières préférées à l’école.
J’aime beaucoup jouer à des jeux ou résoudre des casse-têtes qui demandent une pensée
logique.
Mon esprit recherche les patrons, les régularités ou les séquences logiques en toutes
choses.
J’aime beaucoup que quelque chose ait été mesuré, analysé, classé et quantifié avec
précision.
J’aime beaucoup faire des expériences du genre “si je” (par exemple: Que se passerait-il
si je donnais deux fois plus d’eau à mon rosier chaque semaine?)
D’après moi, presque tout peut être expliqué de façon raisonnable.
Naturaliste
G
J’aime beaucoup faire de longues marches le long de sentiers naturels.
G
J’apprends beaucoup mieux quand je peux trier et classifier les données.
G
J’aime bien planter des légumes et des fleurs dans le jardin.
G
Je suis très conscient(e) des choses naturelles qui m’entourent.
G
J’aime beaucoup la technologie qui est associée à la nature, par exemple visionner des
émissions de télévision démontrant les exploits de Jacques Cousteau ou de Carl Sagan ou
encore photographier des endroits naturels.
G
J’aime beaucoup comparer les choix et les prix avant de faire mes achats.
G
J’aime bien prendre soin d’animaux.
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February 2005
PROGRAM PLANNING
Higher Order Thinking
Les objectifs éducationnels de la taxonomie de Bloom
La taxonomie de Benjamin Bloom concernant les objectifs éducationnels présente une approche de
conceptualisation de capacités intellectuelles. Il nous présente six catégories cognitives qu’il appelle les
objectifs éducationnels cognitifs. Ces objectifs deviennent de plus en plus complexes en commençant par
l’acquisition des connaissances au bas de l’échelle et en terminant par l’évaluation des connaissances. Bloom
décrit aussi l’activité mentale requise à chaque niveau et suggère les verbes qui déclencheront chez l’élève
l’activité recherchée.
Objectif
cognitif
Activité
mentale
Verbes associés
à l’activité
Connaissance
(étape première du processus)
connaître, maîtriser, se souvenir
compter, se souvenir, étiqueter,
indiquer, identifier, nommer, citer,
répéter, enregistrer, réciter,
reconnaître, énoncer, classifier.
Compréhension
comprendre, savoir, expliquer,
illustrer, changer le format (mais
non la signification)
classifier, comparer, contraster,
décrire, discuter, distinguer,
estimer, interpréter, prédire,
traduire.
Application
appliquer la connaissance à une
nouvelle situation. Se servir de la
connaissance.
appliquer, compléter, définir,
démontrer, utiliser, dessiner,
examiner, illustrer, pratiquer,
résoudre, se servir de.
Analyse
comprendre les parties du sujet à
l’étude.
analyser, détecter, expliquer,
grouper, faire la relation avec,
séparer, transformer.
Synthèse
grouper les idées de façon
créative. Intégrer des idées
spécifiques à l’intérieur d’une idée
générale.
arranger, combiner, construire,
créer, développer, concevoir,
organiser, planifier, proposer.
Évaluation
(étape la plus complexe du
processus)
juger de la valeur du projet, des
idées et des matériaux
estimer, évaluer, critiquer,
déterminer, juger, ranger,
recommander, éprouver.
Provenance: Waterloo Catholic District School Board
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February 2005
PROGRAM PLANNING
Questions pour développer la pensée critique
Connaissances - L’identification et le rappel des renseignements.
?
?
1. Qui, quoi, où, comment, quand
2. Décrivez
Compréhension - L’organisation et la sélection des idées et des faits.
avec vos propres mots.
1. Redéfinissez
2. Quelle est l’idée principale de
?
Application - L’utilisation des faits, des règles et des principes.
1. Comment
2. Comment
3. Pourquoi
est-il un exemple de
a-t-il rapport à
est-il important?
?
?
Analyse - La séparation du tout en ses parties composantes.
1.
2.
3.
4.
5.
?
?
?
?
Quelles sont les parties ou les caractéristiques de
Classez
d’après
Faites le plan/diagramme/schéma de
Comment
peut-il être comparé
Quelle preuve pouvez-vous donner que
?
Synthèse - La réunion des idées ou des éléments entre eux pour former un nouveau tout.
1.
2.
3.
4.
5.
Que pourriez-vous déduire de
Quelles idées pouvez-vous ajouter à
Comment pourriez-vous créer un nouveau
Que se passerait-il si vous combinez
Quelles solutions suggériez-vous pour
?
?
?
?
?
avec
Évaluation - Le développement des arguments, jugements ou options.
1.
2.
3.
4.
5.
6.
Êtes-vous d’accord pour
Que pensez-vous de
Quel est le plus important
Classez en ordre
Comment décideriez-vous de
Quelles critères utiliseriez-vous pour évaluer
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?
?
selon
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?
?
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PROGRAM PLANNING
Le processus de la résolution de problèmes de façon créative
Ce modèle, adapté à la suite des données publiées par Isaksen et Treffinger en 1985, requière la pensée
divergente qui peut produire une foule de possibilités et la pensée convergente nécessaire pour en arriver à des
solutions. Ce modèle met l’emphase sur l’identification ainsi que sur la résolution des problèmes.
La sensibilité
face au problème
1. Tout trouver
La phase divergente
-
Qu’est-ce qui est important?
Qu’est-ce qui est déconcertant ou
qui cause de l’inquiétude?
Qu’est-ce qui a besoin d’attention?
Que doit-on mieux faire?
Quels sont les défis?
Que peut-on éviter?
La phase convergente
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2. Trouver les données
-
3. Trouver le problème
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CFH03(P124-P163)Feb2005
Quels renseignements seraient
utiles?
Où peut-on trouver les
renseignements?
Qui d’autre est concerné?
Qui pourrait aider?
Qu’est-ce que nous avons oublié?
Qu’est ce qu’on a déjà essayé?
-
Quelles questions pourraient
donner plus d’idées?
Quelles questions pourraient
déclencher des idées insolites?
Pourquoi ceci est-il un problème?
Pourquoi cette situation est-elle
semblable (différente) à une autre?
Qu’est-ce qui sera accompli?
Qu’est-ce qui est important?
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P.159
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Quelles demandes sont les plus
pressantes?
Quels soucis sont les plus
urgents/importants?
Qu’arrivera-t-il si on ignore le
problème?
Quelles sont les priorités?
Les risques sont-ils nécessaires?
En valent-ils la peine?
Que pourrait-on améliorer?
Quels buts sont nécessaires?
Quels éléments doit-on considérer
les plus importants?
Est-ce que les données suggèrent
des thèmes importants ou
prioritaires?
Est-ce que les données suggèrent
une suite quelconque?
Quelle est l’essence du problème
ou du souci?
Quel est le problème réel?
Quel est le point principal dans
cette situation?
Quels sont les buts, objectifs visés?
À quelles questions doit-on
répondre?
Où devront commencer les
recherches?
February 2005
PROGRAM PLANNING
La sensibilité
face au problème
4. Trouver les idées
La phase divergente
-
5. Trouver la solution
-
6. Accepter la solution
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CFH03(P124-P163)Feb2005
La phase convergente
Quelles autres options existent?
De quelle façon ferons-nous face à
cette situation?
Que ferions-nous si les obstacles
n’existaient pas?
Que peut-on faire différemment?
Comment peut-on résoudre ce
problème?
Quelles autres approches sont
possibles?
Qui pourrait offrir de nouvelles
idées?
Quelles analogies seraient utiles?
À quoi ressemblera la solution?
-
Quels critères doit-on considérer?
Comment devrait-on évaluer les
idées?
Comment peut-on comparer ou
analyser les idées?
Quelles idées pourrait-on rendre
plus réalistes ou plus fortes?
Quelles nouvelles directions
suggère-t-on?
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Comment passera-t-on à l’action?
Quelles seront les sources de
support ou de résistance?
Quelles actions seront les plus
facile ou difficiles à prendre?
À quels obstacles, objections
devrons-nous faire face?
Quels sont les problèmes qui
peuvent se présenter?
Comment pourrait-on éviter
certains problèmes?
Aurons-nous besoin d’aide?
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P.160
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Quelles contre-solutions semblent
prometteuses?
Quelles idées ont le plus de chance
de succès?
Quelles idées sont surprenantes ou
différentes?
Peut-on combiner quelques idées?
Est-ce que certaines idées devraient
être étudiées plus à fond?
Quelles options suggèrent des
solutions prometteuses au
problème?
Quels critères développeront le
mieux les idées?
Comment les idées peuvent-elles
satisfaire aux critères?
Quelles idées seront les plus
efficaces?
Quelles idées sont nécessaires pour
atteindre les buts?
Est-ce que les idées doivent être
modifiées ou améliorées?
Qu’est-ce qui serait utile pour
établir le plan d’action?
Qu’est-ce qui pourrait nuire au
plan d’action?
Quelles actions spécifiques sont
requises?
Quelle est la marche à suivre?
Quelles ressources sont
nécessaires?
Où peut-on obtenir les ressources
nécessaires?
Quelles est la date limite?
Comment tiendra-t-on compte du
progrès?
February 2005
PROGRAM PLANNING
La lecture - Des questions à demander par catégories
“Questions par catégories” est une stratégie de lecture utilisée dans les tests OQRE (Office
de la qualité et de la responsabilité en éducation - EQAO). Il y a 4 catégories de questions: le
raisonnement, la communication, l’organisation des idées et les structures du langage. La
stratégie de questions par catégories aide à vérifier le niveau de compréhension des élèves,
mais ne représentent pas (tout un programme de lecture) le programme de lecture au complet.
Catégorie
Le
raisonnement:
Questions
Quelle est l’idée principale que l’auteur veut faire comprendre au lecteur?
À quel problème
a-t-il dû faire face? Comment
a-t-il résous le problème?
(un des personnages)
Quel était le sentiment du
envers
?
Sers-toi de l’histoire (poème, nouvelle, article de journal ou de revue...) pour expliquer
tes sentiments.
(la mise en scène, un objet,
Illustre
un personnage, un événement). Décris ton dessin en te servant des mots trouvés dans
l’histoire (poème, nouvelle, article de journal ou de revue...)
D’après l’article, comment les
sont-ils faits
(construits, développés, présentés...)? Explique en tes propres mots.
Dis-nous pourquoi
(spécial, intéressant pour ...) au
(personnage, scène, message...)
est important
?
Dis-nous pourquoi
. Utilise ce que tu as
appris dans ta lecture pour répondre.
Donne deux exemples de
.
Penses-tu que
? Donne-nous
tes raisons. Utilise ce que tu as appris dans ta lecture pour répondre.
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Catégorie
La
communication:
Questions
Quels sentiments l’auteur inspire-t-il en se servant des mots
Dis-nous pourquoi tu as ressenti cela?
?
Nomme une autre chose qui ne se trouvait pas dans l’histoire que
utiliser (faire, dire) pour résoudre le problème.
Comment
ressemblait-il à
Explique ton raisonnement.
aurait pu
?
Penses-tu que cette histoire est vraisemblable? Sers-toi des points de l’histoire et
donne tes propres idées pour expliquer ton raisonnement.
Compare
Dis-nous pourquoi.
et
. Lequel (ou laquelle) préfères-tu?
Utilise ce que tu connais au sujet de
de
.
pour suggérer une bonne façon
Raconte ce qui pourrait se passer la prochaine fois que tu
Penses-tu que
est un(e) bon(ne)
Sers-toi de ce que tu as appris au sujet de
répondre à la question.
? Dis-nous pourquoi?
pour
en était un bon? Dis-nous pourquoi ou pourquoi
Est-ce que le plan de
pas.
Les structures du
langage
.
Encercle (fais la liste) autant de verbes (noms, adjectifs, comparaisons ...) que possible
dans cette partie de
.
Comment s’appelle ce signe de ponctuation? À quoi sert-il ici?
Dans cette phrase, le mot “ils” ou “elles” veut dire
.
Pourquoi y a-t-il un apostrophe dans le mot
?
Encercle les lettres qui émettent le même son que
dans le mot ______________________.
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PROGRAM PLANNING
Additional Support Material
The following are a few resources that teachers might find practical in establishing a classroom
that uses differentiated instruction and co-operative learning.
Gregory, Gayle H. & Carolyn Chapman, Differentiated Instructional Strategies: One size
Doesn’t Fit All, Thousand Oaks, CA, Corwin Press, Inc., 2002.
Gregory, Gayle H., Differential Instructional Strategies in Practice: Training Implementation,
and Supervision, Thousand Oaks, CA. Corwin Press, Inc., 2003.
Howden, Jim & Marguerite Kopiec, Ajouter aux compétences; Enseigner, coopérer et apprendre
au secondaire et au collégial, Montreal, Les Éditions de la Chenelière, 2000.
Howden, Jim et al., La coopération au fil des jours: Des outils pour apprendre à coopérer,
Montreal, Les Éditions de la Chenelière, 1997.
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