{"id":7109,"date":"2023-07-09T13:46:35","date_gmt":"2023-07-09T11:46:35","guid":{"rendered":"https:\/\/isabellebarriere.eu\/numerique-et-fle\/?p=7109"},"modified":"2025-06-25T13:42:34","modified_gmt":"2025-06-25T11:42:34","slug":"pedagogie","status":"publish","type":"post","link":"https:\/\/isabellebarriere.eu\/numerique-et-fle\/pedagogie\/","title":{"rendered":"P\u00e9dagogie"},"content":{"rendered":"
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Mobiliser l\u2019imaginaire comme levier d\u2019apprentissage en FLE pr\u00e9coce<\/strong><\/p>\n\t\t\t

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Cette formation, destin\u00e9e \u00e0 des enseignants amen\u00e9s \u00e0 intervenir en FLE aupr\u00e8s d\u2019un jeune public, propose un parcours progressif, r\u00e9flexif et collaboratif autour de l\u2019enseignement pr\u00e9coce du fran\u00e7ais. Elle explore les fa\u00e7ons de mobiliser l\u2019imaginaire enfantin, \u00e0 travers les albums jeunesse, les comptines, les jeux, les univers symboliques, pour faire du fran\u00e7ais une langue v\u00e9cue, ressentie et investie d\u00e8s les premi\u00e8res exp\u00e9riences d\u2019apprentissage. Alternant apports th\u00e9oriques, analyses de ressources et mises en pratique, elle vise \u00e0 doter les participants de rep\u00e8res didactiques solides et d\u2019outils cr\u00e9atifs pour concevoir des s\u00e9quences p\u00e9dagogiques motivantes et adapt\u00e9es \u00e0 l\u2019\u00e2ge et aux besoins des enfants.
L\u2019ensemble du parcours repose sur une approche actionnelle, des p\u00e9dagogies actives, et l\u2019int\u00e9gration de ressources authentiques, en valorisant la mutualisation des exp\u00e9riences et la cr\u00e9ativit\u00e9 p\u00e9dagogique.<\/p>\n\n\n\n

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\"\"Acquis didactiques vis\u00e9s<\/strong>
\"\" Identifier les sp\u00e9cificit\u00e9s du jeune public
\"\" Didactiser des ressources authentiques (albums, chansons, vid\u00e9os)
\"\" Concevoir une s\u00e9quence p\u00e9dagogique compl\u00e8te et coh\u00e9rente<\/p>\n<\/div>\n\n\n\n

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\"\"Acquis num\u00e9riques vis\u00e9s<\/strong>
\"\" Explorer des ressources p\u00e9dagogiques en ligne adapt\u00e9es au FLE pr\u00e9coce
\"\" Utiliser des outils num\u00e9riques simples pour enrichir les s\u00e9quences
\"\" Utiliser l’IA pour concevoir des s\u00e9quences p\u00e9dagogiques adapt\u00e9es au jeune public<\/p>\n<\/div>\n<\/div>\n\n\n\n

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\"\"Comp\u00e9tences douces des apprenants<\/strong>
\"\" Coop\u00e9rer et s’entraider
\"\" D\u00e9velopper sa curiosit\u00e9 d’enfant
\"\" Enrichir l’expression de soi par des activit\u00e9s cr\u00e9atives, ludiques et langagi\u00e8res<\/p>\n<\/div>\n\n\n\n

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Articuler FLE et DNL pour mobiliser la langue au service des savoirs disciplinaires<\/strong><\/p>\n\t\t\t

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L\u2019enseignement en section bilingue ou en dispositif EMILE (Enseignement d\u2019une Mati\u00e8re Int\u00e9gr\u00e9e en Langue \u00c9trang\u00e8re) repose sur une articulation \ufb01ne entre les contenus disciplinaires et les comp\u00e9tences langagi\u00e8res. Cet atelier propose d\u2019explorer des d\u00e9marches concr\u00e8tes pour articuler le FLE et les disciplines non linguistiques (DNL), en tenant compte des enjeux linguistiques, cognitifs et m\u00e9thodologiques sp\u00e9ci\ufb01ques. L\u2019accent sera mis sur la mise en \u0153uvre de p\u00e9dagogies actives, sur la sc\u00e9narisation des t\u00e2ches et sur l\u2019accompagnement des \u00e9l\u00e8ves dans la double entr\u00e9e contenu\/ langue.<\/p>\n\n\n\n

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\"\"Acquis didactiques vis\u00e9s<\/strong>
\"\" Mettre en \u0153uvre des d\u00e9marches p\u00e9dagogiques actives et coop\u00e9ratives
\"\" D\u00e9\ufb01nir des objectifs d\u2019apprentissage int\u00e9grant contenus disciplinaires et comp\u00e9tences
\"\" Concevoir des t\u00e2ches actionnelles favorisant l\u2019apprentissage int\u00e9gr\u00e9 FLE\/DNL<\/p>\n<\/div>\n\n\n\n

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\"\"Acquis num\u00e9riques vis\u00e9s<\/strong>
\"\" S\u00e9lectionner et int\u00e9grer des ressources num\u00e9riques
\"\" Utiliser des outils num\u00e9riques
\"\" Utiliser l’IA pour concevoir des s\u00e9quences p\u00e9dagogiques<\/p>\n<\/div>\n<\/div>\n\n\n\n

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\"\"Comp\u00e9tences douces des apprenants<\/strong>
\"\" Communiquer e\ufb03cacement dans des situations vari\u00e9es et contextualis\u00e9es
\"\" Faire preuve de \ufb02exibilit\u00e9 cognitive
\"\" D\u00e9velopper la pens\u00e9e critique<\/p>\n<\/div>\n\n\n\n

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Transformer l’enseignement de la grammaire pour stimuler la classe de FLE<\/strong><\/p>\n\t\t\t

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Dans l’enseignement\u2010apprentissage des langues, la grammaire est souvent per\u00e7ue comme indispensable par les enseignants, mais intimidante par les apprenants. Les m\u00e9thodes traditionnelles, bas\u00e9es sur la m\u00e9morisation et les exercices r\u00e9p\u00e9titifs, n’encouragent pas la communication spontan\u00e9e et \ufb02uide en fran\u00e7ais. Adopter une approche di\ufb00\u00e9rente, avec des chansons, des jeux, des dessins ou du mouvement, place les apprenants au c\u0153ur de leur apprentissage et stimule leur engagement. Ces activit\u00e9s ludiques et cr\u00e9atives rendent la pratique grammaticale utile et motivante. \u00c0 l’issue de la formation, les participants pourront proposer des activit\u00e9s p\u00e9dagogiques vivantes et cr\u00e9atives qui facilitent l’usage pratique de la grammaire.<\/p>\n\n\n\n

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\"\"Acquis didactiques vis\u00e9s<\/strong>
\"\" Appr\u00e9hender diverses approches de l’enseignement de la grammaire
\"\" Exp\u00e9rimenter des techniques de p\u00e9dagogie active
\"\" Concevoir des activit\u00e9s de grammaire motivantes et implicantes<\/p>\n<\/div>\n\n\n\n

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\"\"Acquis num\u00e9riques vis\u00e9s<\/strong>
\"\" Utiliser des outils num\u00e9riques
\"\" Concevoir des exercices num\u00e9riques
\"\" Utiliser l’IA pour diversifier les activit\u00e9s d’apprentissage<\/p>\n<\/div>\n<\/div>\n\n\n\n

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\"\"Comp\u00e9tences douces des apprenants<\/strong>
\"\" Renforcer la confiance dans l’usage spontan\u00e9 du fran\u00e7ais \u00e0 l’oral et \u00e0 l’\u00e9crit
\"\" Am\u00e9liorer la r\u00e9silience face aux erreurs et \u00e0 l’incertitude langagi\u00e8re
\"\" Encourager l’autonomie et l’engagement dans l’apprentissage<\/p>\n<\/div>\n\n\n\n

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Varier les activit\u00e9s pour atteindre les acquis de l\u2019apprentissage vis\u00e9s<\/strong><\/p>\n\t\t\t

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Si apprendre, c\u2019est mettre en \u0153uvre des op\u00e9rations cognitives plus ou moins complexes, la r\u00e9ussite de l\u2019apprentissage, elle, est d\u00e9pendante de la r\u00e9ponse apport\u00e9e \u00e0 certains besoins primordiaux. Dans un premier temps, il s\u2019agira de diff\u00e9rencier objectifs et acquis d\u2019apprentissage et d\u2019appr\u00e9hender la taxonomie de Bloom ainsi que la pyramide de Maslow. Puis les participants identifieront les diff\u00e9rentes op\u00e9rations cognitives mises en \u0153uvre lors d’exercices et d’activit\u00e9s d’apprentissage. Enfin, ils verront comment \u00e9quilibrer exercices et activit\u00e9s afin que chaque apprenant puisse quitter le cours avec un sentiment de r\u00e9ussite dans son apprentissage.<\/p>\n\n\n\n

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\"\"Acquis didactiques vis\u00e9s<\/strong>
\"\" Diff\u00e9rencier objectifs et acquis d\u2019apprentissage
\"\" Appr\u00e9hender les diff\u00e9rents niveaux d\u2019apprentissage et besoins
\"\" Corr\u00e9ler exercices, activit\u00e9s et niveaux d\u2019apprentissage
\"\" \u00c9quilibrer exercices et activit\u00e9s dans une s\u00e9quence d\u2019apprentissage<\/p>\n<\/div>\n\n\n\n

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\"\"Acquis num\u00e9riques vis\u00e9s<\/strong>
\"\" Utiliser des outils num\u00e9riques
\"\" Concevoir des exercices num\u00e9riques
\"\" Proposer des activit\u00e9s num\u00e9riques cognitivement complexes<\/p>\n<\/div>\n<\/div>\n\n\n\n

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\"\"Comp\u00e9tences douces des apprenants<\/strong>
\"\" Mobiliser des habilet\u00e9s cognitives complexes
\"\" Am\u00e9liorer sa confiance en soi
\"\" D\u00e9velopper sa capacit\u00e9 \u00e0 faire face \u00e0 l\u2019incertitude<\/p>\n<\/div>\n\n\n\n

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Concevoir des activit\u00e9s adaptables pour faire face \u00e0 diff\u00e9rentes situations d\u2019enseignement-apprentissage<\/strong><\/p>\n\t\t\t

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L\u2019ann\u00e9e 2020 nous a appris que les enseignants devaient parfois proposer tr\u00e8s rapidement des activit\u00e9s tenant compte d\u2019une situation d\u2019enseignement inconnue jusque-l\u00e0. Situation nouvelle qui doit en plus prendre en compte l\u2019isolement des apprenants et donc proposer des activit\u00e9s motivantes.
Nous identifierons tout d\u2019abord les diff\u00e9rentes situations d\u2019enseignement-apprentissage auxquelles nous pouvons \u00eatre confront\u00e9s, puis nous imaginerons des activit\u00e9s impliquant les apprenants, ind\u00e9pendamment d\u2019une situation quelconque. Enfin, gr\u00e2ce aux outils num\u00e9riques, nous verrons comment adapter une activit\u00e9 \u00e0 diff\u00e9rentes situations.<\/p>\n\n\n\n

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\"\"Acquis didactiques vis\u00e9s<\/strong>
\"\" Identifier les situations d\u2019enseignement-apprentissage
\"\" Imaginer des activit\u00e9s impliquant les apprenants
\"\" Adapter des activit\u00e9s \u00e0 diff\u00e9rentes situations d\u2019enseignement-apprentissage<\/p>\n<\/div>\n\n\n\n

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\"\"Acquis num\u00e9riques vis\u00e9s<\/strong>
\"\" Utiliser des outils num\u00e9riques
\"\" Adapter des activit\u00e9s en mode num\u00e9rique
\"\" Cr\u00e9er des activit\u00e9s num\u00e9riques<\/p>\n<\/div>\n<\/div>\n\n\n\n

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\"\"Comp\u00e9tences douces des apprenants<\/strong>
\"\" D\u00e9velopper son autonomie
\"\" D\u00e9velopper sa capacit\u00e9 \u00e0 faire face \u00e0 l\u2019incertitude
\"\" Acqu\u00e9rir et d\u00e9velopper des comp\u00e9tences num\u00e9riques<\/p>\n<\/div>\n\n\n\n

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Impliquer les apprenants pour donner du sens aux apprentissages<\/strong><\/p>\n\t\t\t

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Pour donner du sens aux apprentissages, rien de tel que l\u2019implication des apprenants, mais comment ?
Dans un premier temps, nous verrons les points de convergence entre coop\u00e9ration, collaboration, action et implication. Puis, nous envisagerons comment mettre les apprenants en action lors des activit\u00e9s de r\u00e9ception et de production. Enfin, nous r\u00e9fl\u00e9chirons \u00e0 des activit\u00e9s engageantes pour une \u00e9valuation qui soit objective, bienveillante, formative tout autant que sommative et impliquante.<\/p>\n\n\n\n

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\"\"Acquis didactiques vis\u00e9s<\/strong>
\"\" Envisager des activit\u00e9s co-actives et coop\u00e9ratives
\"\" Construire des activit\u00e9s engageantes pour l\u2019\u00e9valuation
\"\" Cr\u00e9er des activit\u00e9s impliquant r\u00e9ellement les apprenants<\/p>\n<\/div>\n\n\n\n

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\"\"Acquis num\u00e9riques vis\u00e9s<\/strong>
\"\" Identifier des outils collaboratifs
\"\" Utiliser des outils d\u2019\u00e9valuation en ligne
\"\" R\u00e9f\u00e9rencer des outils num\u00e9riques pour des activit\u00e9s engageantes<\/p>\n<\/div>\n<\/div>\n\n\n\n

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\"\"Comp\u00e9tences douces des apprenants<\/strong>
\"\" D\u00e9velopper son assertivit\u00e9
\"\" Donner et recevoir un feedback
\"\" \u00catre objectif et bienveillant<\/p>\n<\/div>\n\n\n\n

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Dynamiser sa classe en pr\u00e9sentiel physique pour mieux impliquer ses apprenants<\/strong><\/p>\n\t\t\t

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Tout enseignant connait des moments o\u00f9 ses apprenants ne se manifestent plus, n\u2019osent plus intervenir, malgr\u00e9 tous les efforts fournis pour les impliquer. Comment dynamiser sa classe sans pour autant oublier les acquis d\u2019apprentissage vis\u00e9s ? Nous d\u00e9terminerons tout d\u2019abord ce qu\u2019est un apprenant-acteur social, les sp\u00e9cificit\u00e9s de la p\u00e9dagogie active ainsi que les caract\u00e9ristiques de la perspective actionnelle. Puis, nous verrons comment mettre en \u0153uvre la diff\u00e9renciation p\u00e9dagogique tout en conservant l\u2019unit\u00e9 de la classe par des techniques de p\u00e9dagogie active. Ensuite, nous imaginerons la sc\u00e9narisation d\u2019une s\u00e9ance dynamique et active.<\/p>\n\n\n\n

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\"\"Acquis didactiques vis\u00e9s<\/strong>
\"\" D\u00e9finir les termes d\u2019acteur social, p\u00e9dagogie active et perspective actionnelle
\"\" Utiliser des techniques de p\u00e9dagogie active
\"\" Mettre en \u0153uvre la diff\u00e9renciation p\u00e9dagogique
\"\" Sc\u00e9nariser une s\u00e9ance dynamique et active<\/p>\n<\/div>\n\n\n\n

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\"\"Acquis num\u00e9riques vis\u00e9s<\/strong>
\"\" D\u00e9couvrir des outils ludiques num\u00e9riques
\"\" Utiliser des outils num\u00e9riques
\"\" Cr\u00e9er du mat\u00e9riel p\u00e9dagogique num\u00e9rique<\/p>\n<\/div>\n<\/div>\n\n\n\n

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\"\"Comp\u00e9tences douces des apprenants<\/strong>
\"\" Accepter le feedback
\"\" D\u00e9velopper le sens de l\u2019\u00e9coute
\"\" D\u00e9velopper sa motivation intrins\u00e8que<\/p>\n<\/div>\n\n\n\n

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Mettre en \u0153uvre simplement une classe invers\u00e9e active pour impliquer les apprenants<\/strong><\/p>\n\t\t\t

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Le concept de classe invers\u00e9e comprend diff\u00e9rentes versions, de celles propos\u00e9es par Marcel Lebrun \u00e0 celle imagin\u00e9e par Jean-Charles Cailliez. Il s\u2019agira de les d\u00e9finir, voire d\u2019en inventer de nouvelles, toujours en gardant \u00e0 l\u2019esprit l\u2019implication active des apprenants. Puis, les participants analyseront les diff\u00e9rentes activit\u00e9s propos\u00e9es dans des manuels ou des fiches p\u00e9dagogiques, avant de s\u00e9lectionner et de d\u00e9terminer celles qui pourront \u00eatre r\u00e9alis\u00e9es en dehors de la classe et celles qui seront \u00e0 conserver pour les temps en pr\u00e9sentiel. Enfin, une le\u00e7on d\u2019un manuel, ou une fiche p\u00e9dagogique, sera sc\u00e9naris\u00e9e afin d\u2019\u00eatre adapt\u00e9e \u00e0 l\u2019une des formes de classe invers\u00e9e.<\/p>\n\n\n\n

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\"\"Acquis didactiques vis\u00e9s<\/strong>
\"\" D\u00e9finir la classe invers\u00e9e et ses diff\u00e9rentes versions
\"\" Analyser les diff\u00e9rentes activit\u00e9s propos\u00e9es dans un manuel
\"\" D\u00e9terminer les activit\u00e9s r\u00e9alisables en dehors de la classe et celles en classe
\"\" Planifier et sc\u00e9nariser une le\u00e7on de manuel en classe invers\u00e9e et active<\/p>\n<\/div>\n\n\n\n

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\"\"Acquis num\u00e9riques vis\u00e9s<\/strong>
\"\" Identifier les outils num\u00e9riques utiles
\"\" Manipuler des outils num\u00e9riques
\"\" Utiliser des outils collaboratifs<\/p>\n<\/div>\n<\/div>\n\n\n\n

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\"\"Comp\u00e9tences douces des apprenants<\/strong>
\"\" R\u00e9aliser des recherches
\"\" D\u00e9velopper son autonomie
\"\" Accepter les feedbacks<\/p>\n<\/div>\n\n\n\n

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Num\u00e9rique \u00e9ducatif<\/a> | Projet<\/a> | Distanciel<\/a> | Comp\u00e9tences et strat\u00e9gies<\/a><\/p>

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\r\n \r\n <\/i>\r\n <\/a>\r\n <\/span>\r\n<\/div><\/div>","protected":false},"excerpt":{"rendered":"

Num\u00e9rique \u00e9ducatif | Projet | Distanciel | Comp\u00e9tences et strat\u00e9gies<\/p>\n","protected":false},"author":1,"featured_media":7110,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"episode_type":"","audio_file":"","podmotor_file_id":"","podmotor_episode_id":"","cover_image":"","cover_image_id":"","duration":"","filesize":"","filesize_raw":"","date_recorded":"","explicit":"","block":"","_jetpack_newsletter_access":"","_jetpack_dont_email_post_to_subs":false,"_jetpack_newsletter_tier_id":0,"_jetpack_memberships_contains_paywalled_content":false,"_jetpack_feature_clip_id":0,"_jetpack_memberships_contains_paid_content":false,"footnotes":"","jetpack_publicize_message":"","jetpack_publicize_feature_enabled":true,"jetpack_social_post_already_shared":false,"jetpack_social_options":{"image_generator_settings":{"template":"highway","default_image_id":0,"font":"","enabled":false},"version":2},"jetpack_post_was_ever_published":false,"_links_to":"","_links_to_target":""},"categories":[107],"tags":[],"class_list":["post-7109","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-aap"],"featured_image_src":"https:\/\/i0.wp.com\/isabellebarriere.eu\/numerique-et-fle\/wp-content\/uploads\/2023\/07\/Capture-decran-2023-06-29-162402.png?fit=608%2C625&ssl=1","author_info":{"display_name":"Isabelle 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