Seven hours of video over 4 years were analyzed.

Seven hours of video over 4 years were analyzed.

Is it only takes pedagogy of oral or entire system in place, we do not know. But the relationship to knowledge is the cause of this new relationship to knowledge. It also holds the status of the different error in the class, so a different positioning of the teacher. On error, the student changes his job, comes back on. In the context of the teaching of oral, the report, instead of power is different. Students have a real space of speaking. On board, there is no predominance of the word of the teacher. So these are the power relations that particular influence. 4 – For the children to be authors of writings in primary, they have already hearth speech writers in kindergarten. Importance of continuity between kindergarten and elementary 5 – Children are able to speak, to explain why and how they do. This enters reflexivity. They watch and do. They can comment on what they do, and this awareness that they are required to develop meta-cognitive relationships with their learning. The child works for him but also for others. 6 – For reports to kindergarten dilogues, is transferable in elementary? MT: How’s speech in the classroom? A observe. star travel (round trip), or polygonal. Construction of thought in difficult environments the children live in the immediacy. There are no evocative language. The culturally advantaged backgrounds do naturally. The child must take a step back from what he saw. When it is registered, it projects. The flow of speech in the classroom without the teacher, among children. There is a culture in the class that is being built in their own words. When they have the ability to move, to trade, they build another language. We must accept this because it is carrying. 7 – Makes people forget that their words are important, the course begins, is already of course. To support a ghetto class, and a sixth. Problem of violence. This morning she was ongoing. She told them to choose a personal goal. Students said they were “hand is up,” “We talk less” … then they agreed on “Accept the words of others, to hear themselves talk.” It did not work, and so she almost gave up the balance sheet. But picked up the list of students, and they all came to say why it did not work. 8 – In relation to the theme Learnings written participate in language acquisition. Have you noticed that talk before writing allows him to show that he knows the same things he does not know the show written? What to do in classrooms where children do not speak? If they can formalize oral, after this allows to get them in writing. Isabelle Delcambre could not observe this practice. But the written and spoken languages ??are intertwined. No distinction of time where there would be only in oral or in writing. The oral must be present in writing. The dictation to adult reassures the weak students in writing, which does not allow the writing, who are deprived of access to the written word, then there are writers skills building even if they are not autonomous in written language. Oral is a fundamental educational tool. We put the students into writing situation with the teacher as scribe. intellectual position of writer in children. Think this oral-written joint. Do not hesitate to confront them in writing even if they are not writers materially. Oral is a crutch to access the writing. In interviews in the morning, it’s the opposite, it can be written that is supporting the oral. You have to think, perceive in educational situations built, what is the place of the oral and written. Do not set up predominantly of writing, and allow oral secondary. Think spoken as such. Print Add comment
By Claude Beaunis on 17/08/09 – 9:46 In: Grand West Region> GD 44 – Loire-Atlantique realized a conference ISABELLE DELCAMBRE Show. ANOTHER FOR LEARNING OF ORAL. The example of a Freinet school to work from Kindergarten to Cycle 3 Thursday, March 26, 2009. Introduction by Francoise Diuzet: Field Research Isabelle Delcambre = teaching orally. What place Freinet she gives children through its oral practice? Is there speaking students different? Isabelle Delcambre (ID) presents results of research THEODILE (Didactic Theory of Reading and Writing). institutional project: there was convergence between the school inspectorate and ICEM North -no – de – Calais to replace the entire school team of Mons-en-Baroeul (kindergarten to CM2) by Freinet teachers in September 2001. Before, the school placed in PTA, did not work well, the atmosphere was bad and it was not inserted into the neighborhood, classes closed. Project: effective fight against school failure. Condition for the implementation of this project: experience evaluated by a team of external researchers to national education and movement Freinet . Search took 5 years. The evaluation focused on: -the results of students – relationships with parents, does your homework
– the phenomena of violence – the integration of the school in the neighborhood. The research team is multidisciplinary, there are didactics of French as well as math and science, a learning psychologist, a sociologist. The projects were different in this research, each had a particular axis. For oral, they were two: * Elizabeth Nomon who worked in cycle 3 of the presentations and book presentations. * Isabelle Delcambre who worked in maternal and observed the talks in the morning with a question: Search operation of the school dialogue. Didactics of oral: * This is a research discipline which is developed descriptions of what is happening in the classrooms in order to understand. Researchers do not take stance trainer or preconisateur. All that has been observed and analyzed in this research is not necessarily generalizable because the context is very important. * The school subjects are central. How these disciplines are related to learning? But oral is not a discipline but a linguistic modality is transversal to all subjects. * There are 3 dimensions in education research in oral – communication phenomenon of school – = oral environment in learning (??? Sorry, I do not understand what I wrote) – Disciplinary Oral: Construction oral genres like presentation. concrete Device Research ID: Observation 4 years 4 kindergarten classes in the school of Mons-en-Baroeul (Freinet) and comparative study of non-Freinet classes with children from similar backgrounds. Each year two morning talks were filmed in each class, earlier this year, a year-end. Seven hours of video over 4 years were analyzed. Then, ID has conducted interviews mistresses from videos of their class, they interpret and react. Morning interviews: where dialogue in school learning is, instead giving the conditions for development and learning of language (speaking clearly …) Ethnological Perspective: it is the place of the passage between non-school and school. How does the school dialogue? In a previous research, it was established that it was an asymmetrical dialogue: the teacher is in the top position of power and responsibility and the number of words taken is more important than all the speeches of of all children. This dialogue is frozen: Teacher’s Question – Student Response – Teacher Validation. It is repetitive, there are few words taken from the students, few initiatives, they are lowered. No ongoing dialogue of the teacher with one student. With Freinet pedagogy, the school established dialog is it different? Research On Selection ID: She described forms of education it assesses student productions. Several reasons: lack of time, it is more difficult to implement, it is difficult to assess what part of the pedagogy in relation to natural language development in children.

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