Life skills : Personal development – how self-esteem impacts on learning
Source : TESSA
Section 1 Ways to explore who pupils are
Key Focus
Question: How can you help pupils explore who they are in ways that are sensitive and stimulating?
Learning outcomes
By the end of this section, you will have:
- developed your skills in organising the class in ways that will help pupils show respect for each other;
- developed your skills in asking questions to encourage thinking;
- used different ways to gather data to help pupils discuss who they are.
Introduction
We all learn best when we feel comfortable and safe. As a teacher, one of your key roles is to develop a supportive classroom environment where everyone is able to participate fully and feels they are respected and their ideas are listened to.
This section explores how to do this by looking at different ways of organising the class. You will help pupils learn how to treat each other with respect by:
- helping them understand their similarities and differences;
- asking them to share opinions and feelings;
- giving them tasks where they can ask each other questions and listen to the answers.
- Détails
- Écrit par : G. Puiségur
- Catégorie : Teachers
- Clics : 870
Lire la suite : Life skills : Personal development – how self-esteem impacts on learning
Video-based teacher training on inclusion
Source : EENET (Enabling Education Network)
This resource offers an alternative and engaging format for basic training to help teachers become more learner-centred and inclusive.
“An Inclusive Day: Building foundations for learner-centred, inclusive education” contains 10 short videos and manuals. The videos show some of ways in which learners can be included or excluded during the course of a typical school day. The training package can be used by trainers as part of a training course for teachers and other educators, or it can be used by individual teachers as a self-study video.
A brief introduction to this video resource is available in a PowerPoint presentation (7MB).
The videos and training manuals are available under the Creative Commons License Attribution-NonCommercial-ShareAlike 4.0 International.
- Détails
- Écrit par : G. Puiségur
- Catégorie : Inclusive Education
- Clics : 843
EENET : videos and manuals focusing on inclusive early childhood education
Source : EENET (Enabling Education Network)
EENET has made 2 training videos and manuals focusing on inclusive early childhood education. These 2 new videos aim at looking at:
- Inclusive teaching and learning in early childhood education settings;
- Inclusive transition to, from and within early childhood education.
The Inclusive Beginnings package contains:
✔️ Introduction booklet
✔️ Inclusive practice - video and training manual
✔️ Inclusive transition - video and training manual
✔️ Advocacy booklet (coming soon)
You can watch the videos and download the manuals here
- Détails
- Écrit par : G. Puiségur
- Catégorie : Inclusive Education
- Clics : 823
UNICEF Global Portal on Accessible Digital Textbooks for All
Source : UNICEF
UNICEF and its partners are driving an innovative solution called Accessible Digital Textbooks for All, to make textbooks available, affordable and accessible for children with disabilities in all contexts. We cherish the printed word, but it isn’t always accessible to everyone. Children with disabilities remain one of the most marginalized and excluded groups and, for them, gaining access to quality education can often be challenging. By adding specific features to digital formats and following Universal Design for Learning principles, textbooks can be made accessible to students who are blind or have low vision, to those who are deaf or hard of hearing, and to those who have intellectual, developmental or learning disabilities, among others. And it doesn’t stop there: these features can enrich the learning experience for all children.
The initiative brings writers, publishers, teachers, organizations of persons with disabilities, technologists and ministry of education representatives together to develop the guidelines needed to produce textbooks in accessible digital formats. They jointly set standards for features like narration, sign language, interactivity and the audio description of images. The Accessible Digital Textbooks for All initiative improves access to education, helping all children to learn and thrive together.
The global portal is designed to promote knowledge sharing and to support the development and implementation of the Accessible Digital Textbooks for All initiative.
- Détails
- Écrit par : G. Puiségur
- Catégorie : Inclusive Education
- Clics : 843
Emergency remote training webinars series
Source : OER Africa
The spread of the COVID-19 virus and subsequent closure of many universities has severely disrupted academic progress across the globe. To assist lecturers with the implementation of emergency remote teaching (ERT), the Association of African Universities (AAU) and OER Africa is presenting a series of four webinars on ERT strategies.
You can access resources from the webinars below:
Webinar 1: Teaching effectively during the campus closure – Tips and tricks
Webinar 2: What to teach during campus closure
Webinar 3: How to know if learning is happening during campus closure
Webinar 4: Communicate effectively during campus closure
- Détails
- Écrit par : G. Puiségur
- Catégorie : Distance learning
- Clics : 824
TESSA: Teaching early reading in Africa with African Storybook
Source : TESSA
Teaching early reading in Africa with African Storybook is a course that introduces you to active teaching approaches that you can use to teach early reading. You will have the opportunity to practise new approaches in your classroom in a structured and supported way. This course should open up possibilities for your teaching and gives you the confidence to experiment with new approaches. It provides ideas and tools that will enable you to become more expert in the field of early reading.
Teaching early reading in Africa is developed by The Open University's Teacher Education in Sub-Saharan Africa (TESSA) programme in partnership with the South African Institute of Distance Education (SAIDE)'s African Storybook Initiative.
- Détails
- Écrit par : G. Puiségur
- Catégorie : Distance learning
- Clics : 830
Lire la suite : TESSA: Teaching early reading in Africa with African Storybook
African Council for Distance Education (ACDE)
Source : ACDE
The African Council for Distance Education (ACDE) is a continental educational organization comprising African universities and other higher education institutions, which are committed to expanding access to quality education and training through Open and Distance Learning (ODL) including e-Learning. It is a unifying body of distance education providers and practitioners in Africa.
The mandate of the ACDE, as a unifying body of ODL providers in Africa, is primarily to promote research, policy and quality in open and distance learning to increase access to education and training in Africa. They do this by building capacity, fostering collaboration and partnership, and advocacy.
The vision of ACDE is to become a major player in the promotion and advocacy for ODL including e-Learning.
- Détails
- Écrit par : G. Puiségur
- Catégorie : Teach at a distance
- Clics : 879
Lire la suite : African Council for Distance Education (ACDE)
Teaching Lower Secondary Science : A Handbook for Teacher Educators
Source : TESSA
TESSA (Teacher Education in Sub-Saharan Africa) provides collaboratively developed open educational resources (OERs) for teachers and teacher educators to support active learning methods and reflective practice.
Many Governments across the world have decided that teaching in schools should be ‘student-centred’ or ‘learner-centred’, and this is incorporated into policy documents. Teachers learn about the theory behind ‘student-centred learning’ in college, but the evidence is that they find it very difficult to put into practice. The TESSA materials help teachers to develop ‘student-centred’ approaches, and evidence from across the TESSA consortium shows that the TESSA materials make lessons more interesting, and in many places have led to improved attendance.
- Détails
- Écrit par : G. Puiségur
- Catégorie : Resource persons
- Clics : 898
Lire la suite : Teaching Lower Secondary Science : A Handbook for Teacher Educators
School Experience Toolkit: Supporting School Experience Supervisors
Source : TESSA
TESSA (Teacher Education in Sub-Saharan Africa) provides collaboratively developed open educational resources (OERs) for teachers and teacher educators to support active learning methods and reflective practice.
School Experience Co-ordinators or lecturers visiting student teachers during their school experience are the primary audience for this Toolkit.
It contains resources that are beneficial to the experience of student teachers and aims to support them in using TESSA materials, which can encourage the use of active learning approaches.
- Détails
- Écrit par : G. Puiségur
- Catégorie : Resource persons
- Clics : 841
Lire la suite : School Experience Toolkit: Supporting School Experience Supervisors
Non violence, coopération et éducation émotionnelle : 6 jeux pour les enfants de 5 à 10 ans
Source : Apprendre-réviser-mémoriser
Cs exercices peuvent être pratiqués dans le milieu scolaire, familial, ou amical.
- Le Cercle des noms
- La balle qui tourne
- Dessin de groupe
- Porter des ballons
- Le miroir vivant
- Une douche de messages positifs
Ces exercices proviennent de l'ouvrage : Gardiens du sourire – Ateliers psychologiques pour enfants de 5 à 10 ans de Nada Ignjatovic Savic (éditions Girasol)
- Détails
- Écrit par : G. Puiségur
- Catégorie : Familles
- Clics : 919
Rentrée : des exercices ludiques et créatifs pour se présenter en groupe
Source : Apprendre-réviser-mémoriser
Ces exercices permettent de faire connaissance de manière progressive et de se présenter dans un groupe, par exemple au moment de la rentrée des classes.
Trois exercices sont proposés:
- Les prénoms
- La météo intérieure
- L'identité
Ces petits exercices créatifs et coopératifs de présentation peuvent être utilisés aussi bien avec des adultes que des enfants (en modifiant en fonction de l’âge)
- Détails
- Écrit par : G. Puiségur
- Catégorie : Ressources
- Clics : 1523
Guidelines on the development of open educational resources policies
Source : UNESCO
Foreword by the Assistant Director-General for Education, UNESCO :
Over the last 20 years, the concept of open educational resources (OER) has evolved from a loosely defined term for freely accessible courseware to being a part of programmatic strategies now included in many governmental and institutional policies for expanding access to education, enhancing quality of learning and opening lifelong learning opportunities for all.
At every step of the way, UNESCO has been – and continues to be – committed to its role as a convener of international collaboration for promoting OER. In fact, the term ‘OER’ was first coined at UNESCO in 2002. Ten years later, the 2012 Paris OER Declaration recommended ways for Member States to promote the use of OER. OER’s role in increasing the quality and accessibility of teaching and learning as well as fostering knowledge creation was then further articulated in the Incheon Declaration and Qingdao Declaration of 2015.
More recently, in 2017, more than 100 Member States signed up to the Ljubljana OER Action Plan, which lists 41 recommendations to mainstream OER, underlining the importance of strong policies for the implementation of OER.
- Détails
- Écrit par : G. Puiségur
- Catégorie : Unesco En
- Clics : 817
Lire la suite : Guidelines on the development of open educational resources policies
Lignes directrices pour l’élaboration des politiques sur les ressources éducatives libres
Source : Aprélia
L’UNESCO et le Commonwealth of Learning ont travaillé directement avec des établissements et des organismes publics pour soutenir l’élaboration de politiques nationales et institutionnelles sur les REL. Le présent ouvrage, Lignes directrices pour l’élaboration des politiques sur les ressources éducatives libres, consacre l’aboutissement de ces efforts. Cet ouvrage doit être considéré comme un guide pratique destiné à aider les responsables politiques à approfondir leurs connaissances dans le domaine des REL mais aussi comme un cadre de réflexion critique sur la manière de tirer partir des REL afin de relever les défis que pose la réalisation des cibles de l’Objectif de développement durable 4 (ODD 4) au niveau local et dans les contextes les plus divers. Plus précisément, il peut être utilisé comme un guide détaillé de l’élaboration des politiques sur les REL, de la conception à la mise en œuvre.
Ces lignes directrices s’adressent aux responsables politiques, à la communauté éducative et à bien d’autres acteurs encore. J’espère que l’expérience partagée et l’approche politique proposée aideront les États membres de l’UNESCO à transformer leurs systèmes d’éducation et de formation afin de s’engager résolument sur la voie de l’ODD 4.
- Détails
- Écrit par : G. Puiségur
- Catégorie : Unesco Fr
- Clics : 964
Les qualités d'un.e bon.ne chef.fe d'établissement
- Détails
- Écrit par : G. Puiségur
- Catégorie : Chef.fe.s d'établissement
- Clics : 949
Lire la suite : Les qualités d'un.e bon.ne chef.fe d'établissement
Qualities of a good school leader
This resource is an adaptation of a TESS-India OER : The elementary school leader as enabler, page 4
Qualities of a good leader (adapted from Gardner, 1997).
To find out, click on "Lire la suite..."
- Détails
- Écrit par : G. Puiségur
- Catégorie : School leaders
- Clics : 969
The elementary school leader as enabler
Source: TESS-India
This School Leadership OER (Open Educational Resource) is one of a set of 20 units from TESS-India designed to help school leaders develop their understanding and skills so that they can lead improvements in teaching and learning in their school.The units are essentially practical, with activities to be carried out in school with staff, students and others. They are based on research and academic study of effective schools. These resources are under Creative Commons Attribution-Share Alike licence and can be adapted to the contexts and needs of Sub Saharan African countries.
What this unit is about
There have been many changes in education policy in India in recent years, but one of the most significant is the shift in expectations on schools. The aspiration is that schools should become more autonomous and responsive to their local communities, and that school leaders should take greater responsibility for the quality of teaching and learning in their schools (Tyagi, 2011).The aim of the TESS-India Open Educational Resources (OERs) is to support school leaders that want to enable their schools to become dynamic learning environments with active students and interactive teachers. It can be a challenging task to bring about such practice where it does not already exist, although school leaders have a great deal of authority within their own school. This unit positions the school leader as an enabler – someone who uses their role to make things happen in their school. The TESS-India OERs provide a ‘toolkit’ to support you in this role. This first orientation unit aims to familiarise you in how to use the TESS-India School Leadership OERs for your own development. At the core of all these resources is the idea that learning is lifelong and continuous: for teachers to learn effectively, their school leaders also need to be learners.
- Détails
- Écrit par : G. Puiségur
- Catégorie : School leaders
- Clics : 973
TESS India : Teacher Education through School-based Support project
TESS-India aims to improve the classroom practices of elementary and secondary teachers in India through the provision of OERs to support school leaders and teachers in developing student-centred, participatory approaches.
The 105 TESS-India subject OERs provide teachers with a companion to the school textbook in the subjects of language, science and maths. They offer activities for teachers to try out in their classrooms with their students, together with case studies showing how other teachers have taught the topic and linked resources to support teachers in developing their lesson plans and subject knowledge.
All TESS-India OERs have been collaboratively written by Indian and international authors to address Indian curriculum and contexts, and are available for online and print use. The OERs are available in several versions, appropriate for each participating Indian state and users are invited to adapt and localise the OERs further to meet local needs and contexts. These resources can easily been adapted to Sub Saharan African countries.
These resources are made available under a Creative Commons Attribution-Share Alike licence.
TESS-India is led by The Open University UK.
- Détails
- Écrit par : G. Puiségur
- Catégorie : School leaders
- Clics : 946
Transforming teaching-learning process: Accompanying teachers: coaching and mentoring
Source : Aprélia
The booklet Accompanying teachers: coaching and mentoring is a free educational resource (OER) developed by a group of teacher educators to support school leaders who accompany their staff’s Professional Learning and Development (LPD) within their institution with a view of enhancing the conditions and quality of learning in the school.
It is an adaptation of the Aprélia booklet Accompagner les enseignant.e.s : coaching and mentorat which is available under a Creative Commons Attribution-Share Alike licence. It also draws on the work carried out by TESSA and Aprélia in French-speaking Sub-Saharan Africa, separately or jointly, as well as the resources resulting from this work.It belongs to a collection of booklets that relates to the key issue of improving learning through school-based professional co-development.
What this booklet is about
Most of us have at some point in our lives benefited from the generosity of a friend or family member who has listened to us as we have struggled to come to terms with a challenge or a problem.
In a professional context, such support and guidance is often referred to as coaching or mentoring, and in this booklet you will learn to distinguish between these two approaches. You will understand some of the skills and techniques associated with coaching and mentoring, and how to use them in your conversations with teachers, students and their parents and/or guardians.
- Détails
- Écrit par : G. Puiségur
- Catégorie : School leaders
- Clics : 1055
Transforming teaching-learning process: Leading teachers’ professional development
Source : Aprélia
The booklet Leading teachers’ professional development is a free educational resource (OER) developed by a group of teacher educators to support school leaders who accompany their staff’s Professional Learning and Development (LPD) within their institution with a view of enhancing the conditions and quality of learning in the school.
It is an adaptation of the Aprélia booklet Conduire le développement professionnel continu des enseignants which is available under a Creative Commons Attribution-Share Alike licence. It also draws on the work carried out by TESSA and Aprélia in French-speaking Sub-Saharan Africa, separately or jointly, as well as the resources resulting from this work.It belongs to a collection of booklets that relates to the key issue of improving learning through school-based professional co-development.
What this booklet is about
As a school leader your leadership role implicitly includes providing support to teachers to enable them improve their practice (including leading teacher professional development). This is not straightforward because there are certain constraints (including budgets) that are not within your control. However, there are opportunities for you to maximise teachers’ effectiveness through school-based support strategies, which is the focus of this booklet.
- Détails
- Écrit par : G. Puiségur
- Catégorie : School leaders
- Clics : 877
Lire la suite : Transforming teaching-learning process: Leading teachers’ professional development
Transforming teaching-learning process: Supporting teachers to raise performance
Source : Aprélia
The booklet Supporting teachers to raise performance is a free educational resource (OER) developed by a group of teacher educators to support school leaders who accompany their staff’s Professional Learning and Development (LPD) within their institution with a view of enhancing the conditions and quality of learning in the school.
It is an adaptation of the Aprélia booklet Soutenir les enseignants pour améliorer les apprentissages which is available under a Creative Commons Attribution-Share Alike licence. It also draws on the work carried out by TESSA and Aprélia in French-speaking Sub-Saharan Africa, separately or jointly, as well as the resources resulting from this work.It belongs to a collection of booklets that relates to the key issue of improving learning through school-based professional co-development.
What this booklet is about
In an ideal world, all students would achieve good learning gains each year in school, helped by teachers who knew about the latest learning theories and how to apply these to each individual student’s needs. The teachers would be able to do this with the resources provided by the school and despite whatever else was happening elsewhere in their lives.
However, we do not live in an ideal world. Teachers are human beings who sometimes find themselves working not at their best. If they are aware of this, they may only need a small amount of support to improve –but the problem is when the teacher does not realise they can do better and student learning is suffering. This is a sensitive issue that needs careful handling, but is part of the role and responsibility of a good school leader.
In this booklet you will learn how to gather evidence about teacher performance and explore some ideas to improve it by using planning supportive development activities. Your teachers are the biggest determinant of student achievement and therefore your influence in promoting teacher performance will directly impact on student learning and outcomes.
- Détails
- Écrit par : G. Puiségur
- Catégorie : School leaders
- Clics : 960
Lire la suite : Transforming teaching-learning process: Supporting teachers to raise performance
Elèves dyspraxiques : une fantastique boîte à outils !
Le Cartable Fantastique est une association qui propose des ressources permettant de faciliter la scolarité des enfants en situation de handicap, et plus particulièrement dyspraxiques. Ces ressources naissent du croisement des regards de chercheurs en sciences cognitives et d’enseignants.
Son action s’insère dans le domaine de la lutte contre l’exclusion des enfants en situation de handicap. elle cherche à rétablir l’égalité des chances et à contribuer à l’accès à l’éducation pour tous, droit fondamental et essentiel, de chaque enfant.
L’innovation est au cœur de la démarche de l' association. Elle repose sur les liens étroits qui existent entre l’association et le laboratoire de sciences cognitives de l’Inserm dirigé par le Pr. Stanislas Dehaene mais aussi sur l’analyse des besoins des utilisateurs et sur les enseignements tirés de l’utilisation des ressources de l’association par les enfants et les adultes (parents/enseignants/ergothérapeutes) qui les accompagnent.
Dans le cadre de sa mission, l’association développe puis propose en libre accès sur son site internet des exercices et des livres adaptés, des informations et des outils pour aménager et contourner le handicap.
Son site – centre de ressources a été conçu en croisant le regard de médecins, chercheurs et enseignants, sans oublier les familles et… les enfants eux-mêmes.
Il propose des ressources en accès libre pour faciliter la scolarité des enfants présentant des troubles de la coordination motrice.
Il s’adresse aux enseignants, éducateurs, médecins, paramédicaux (ergothérapeutes, psychomotriciens….), et parents qui accompagnent ces enfants au cours de leur scolarité en milieu ordinaire.
- Détails
- Écrit par : G. Puiségur
- Catégorie : Inclusion scolaire
- Clics : 886
Lire la suite : Elèves dyspraxiques : une fantastique boîte à outils !
- Inclusive education: EENET resources
- UNESCO : Semaine de l'apprentissage mobile 2020
- Online Edition of the Mobile Learning Week 2020
- National Qualification for Transformative School Leadership and Management
- 19 dessins animés pour expliquer les sciences aux enfants
- Secondary Education in Africa: Perspectives of African Youth
- Un professeur de physique, Jean-Michel Courty, a lancé sa propre chaîne YouTube. Il y invite les internautes à reproduire des expériences scientifiques depuis chez eux
- Conducting Learning Assessment in Africa during School Closures
- Invitation à participation : Plus de maîtres que de classes au Togo... et chez vous ?
- L’UNESCO IICBA organise un webinaire sur les enseignant.e.s et la réouverture des écoles le Mercredi 29 Juillet 2020
- 9 bonnes astuces éprouvées pour développer le goût de la lecture plaisir des jeunes
- Three innovative responses to COVID-19 that have removed barriers to learning for the most marginalised
- Rapport mondial de suivi sur l’éducation 2020
- 2020 Global Education Monitoring (GEM) Report : Inclusion and Education
- Comment remplacer les punitions par l’empathie (et responsabiliser les enfants)
- Deux petits mots magiques pour remplacer chantage, cris et menace dans l’éducation
- Le répertoire des thèses en éducation est maintenant accessible en ligne !
- L’après COVID-19… Redémarrer ou réinventer ?
- Thursday, 23 July 2020 : Regional Launch of UNESCO’s 2020 Global Education Monitoring Report in West and Central Africa
- Wébinaire : Assurer la qualité de l’apprentissage et le bien-être des jeunes enfants dans le contexte de la COVID-19
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