Notepad of Sunday, March 2, 2014 – Report – teaching everyday – move cemeteries -.

Notepad of Sunday, March 2, 2014 – Report – teaching everyday – move cemeteries -. Return of the notebook with the end of the holiday area C. But you saw the advantage of a many is that it really never stops. What can we learn from this fortnight? For my part, I will remember especially the extra time granted to CSP for curriculum reform. This brief (!) Will also discuss chronic treatment of pedagogy in the media. And will end with a quote sobering … Report program Thursday 20 February we learned that the Minister of Education to the Board accordai programs, "additional time" to design new programs, in a letter sent its president Alain Boissinot and legible on the Department’s website. According to this letter has proposed a new definition of the common core will be made in the "middle of May 2014". The return of the CSP on the kindergarten program is expected to "" July 2014 "with an application" in September 2015 ". However, the Minister expects proposals "adjustments of existing programs in elementary school by the end of May 2014" to set up "" as from September 2014 ". Finally, guidance on compulsory education programs are expected "in January 2015," for "application in September 2016". The statement said the president of the Supreme Council Program (CSP) responsible for developing the Alain Boissinot, "wished to have additional time to conduct its missions and consultation of the field. This request is similar to that of several trade unions, "the ministry said. Alain Boissinot interviewed by The Pedagogical Cafe justifies the postponement. "On issues of programs and curricular approach, it can be in the emergency and short time. Many foreign examples attest. It’s wanting to go too fast you give up in fact any real ambition. The important thing is to engage a new impetus, with the right method. Adjustments will need to respond to emergencies, especially in the primary where consultation has shown some convergent expectations. But nothing is more harmful than the constant agitation and incessant changes of course, discrediting the very idea of ??reform. We must invent an evolutionary process controlled and managed in the long term, around clearly defined objectives. "But not everyone has this analysis. In La Croix, the former President and member of several firms, Bernard Toulemonde does not share this enthusiasm "While the minister took office in 2012, new programs will gradually apply to college from 2016, starting with the 6th grade. He will have to wait 2020 that all college students working on new content. It’s surreal! This speaks volumes about the rigidity of the system, the total offset from the urgency highlighted by the latest study Pisa! […] While it is unlikely to be abandoned but it is feared that it might lead to put a fresh coat of paint on the current texts, as is the case for the status of teachers secondary. The postponement comes at least confirm that we are far from a thorough reform of the school. For now, the announced overhaul limited to a surplus in professional teacher training and greater decentralization of vocational education. "There are indeed two interpretations of this deferral, a pink and gray … We can consider that the starting times were unsustainable. And that the postponement will not rush the preparation of programs and even consider from the outset better coordination and (one can dream) consultation and training that goes with it. But one can also interpret the postponement and procrastination as a symptom of the tensions within the CSP. The extra time could not be used for nothing but change nothing if it fails to exceed the debates on the base or on the curriculum desired logic by some and feared by others. Anyway, I wish a lot of fun to (x) editor (s) of the program development charter to be presented soon. It’s a balancing performance! Food for thought, I (re) reports a text already highlighted by Laurent Fillion in the of Tuesday, 25/02. This is a reflection of a senior Quebec education system. The About Marc Turgeon, reported in this article echo the French debate on the reform program. He particularly insists on the link between culture and mastery of knowledge and advocates greater flexibility in the programs. It also alerts the confusion between knowledge and thought, as if knowing meant the ability to think as if the good website i can do my homework
thought was that to educated or learned people: "The thought does not agree to the authority but to freedom. It does not stem from a teaching, but a questioning, said the Vice-President. I’ve known teachers who welcomed the questions and doubts students on all sorts of issues, even those that were not in the program. Others, too concerned with the material to pass, had no time for it. The first freedom we must instill is that of asking questions. There is no intellectual, artistic or scientific creation without trial and error. ". Read and meditate in any case, as the ticket of Jean-Michel Zakhartchouk entitled "reasonable utopia". It imagines the college in 2025 and of course it addresses the issue of programs: "In 2025, teachers accompany students in their personalized course, since they are the ones who" do "the programs and not their teachers. The idea of ??"curriculum" will be gradually imposed. The common core skills, somehow, will have its way. The professor further evaluate the successes and shortcomings in a system where the weight of the notes will be greatly diminished (we do not recommend its use until the second year of college at the earliest). . All of this in favor of a genuine skills assessment gradually built "Like against-utopia, to finish this chapter on programs, I can not resist the pleasure to return to this ancient text but still tasty Philippe Lecarme:" If School taught Belote ". PSC members, you have the cards! Pedagogy every day during this fortnight, a simple item caught our attention. This is a story in 20 minutes shows us nothing but the very ordinary professional practice of a teacher like others. The reporter follows a French teacher for a day comprehensive school Voillaume in Aulnay-sous-Bois (Seine-Saint-Denis). We see her admonitions and humor (permanent) used to "hold" the classroom and motivate students. Nothing spectacular. No innovation or particular devices. But that’s fine because we lack coverage "at the bottom of the class" such as those there to show the daily life of teachers. Too often the media does not make enough account of Teaching in the making, away from artificial polemics or corporate or union declarations. Because teaching is not spectacular …. We also spent the day of celebration of No. 500 of Pedagogical Notebooks in October 2012 in the matter of treatment of teaching media. I refer to the reflections exchanged on this occasion particularly with specialized education journalists Finally on the subject of pedagogy of everyday life, I point this Quebec video on the model of the series short on the daily life of a teacher who has a lot shot on social networks. A delight ! Moving Cemeteries "Some say change the administration of education is like moving cemeteries. You can not really rely on the people who are there to help you …". We owe this quotation to a specialist of education, Andreas Schleicher of the OECD at a TED conference Happy Reading … Posted by Philip Watrelot Watrelot to Sunday, March 2, 2014