{"id":7170,"date":"2023-07-09T13:46:47","date_gmt":"2023-07-09T11:46:47","guid":{"rendered":"https:\/\/isabellebarriere.eu\/numerique-et-fle\/?p=7170"},"modified":"2026-01-31T15:30:39","modified_gmt":"2026-01-31T14:30:39","slug":"projet","status":"publish","type":"post","link":"https:\/\/isabellebarriere.eu\/numerique-et-fle\/projet\/","title":{"rendered":"Projet"},"content":{"rendered":"
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Cr\u00e9er et agir en fran\u00e7ais avec une fresque francophone<\/strong><\/p>\n\t\t\t

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Une fresque est un dispositif collaboratif d\u2019exploration d\u2019une th\u00e9matique, qui s\u2019appuie sur la technique du photolangage et sur des cartes \u00e0 associer pour construire du sens et favoriser l\u2019\u00e9change en fran\u00e7ais.<\/p>\n

Cet atelier propose de d\u00e9couvrir la fresque comme outil p\u00e9dagogique : les participants la vivent en tant qu\u2019apprenants, puis en analysent le fonctionnement avant d\u2019en concevoir une adapt\u00e9e \u00e0 leurs classes.<\/p>\n

\u00c0 partir de th\u00e9matiques proches ou en compl\u00e9ment de celles des m\u00e9thodes de FLE (soci\u00e9t\u00e9, sport, gastronomie, culture, environnement\u2026), la fresque devient un support pour faire parler, coop\u00e9rer et mettre les apprenants en projet.<\/p>\n

Inscrit dans l\u2019approche actionnelle et les p\u00e9dagogies actives, l\u2019atelier montre comment transformer des contenus culturels en activit\u00e9s de classe engageantes. Les participants repartent avec une d\u00e9marche transf\u00e9rable et des pistes concr\u00e8tes de mise en \u0153uvre.<\/p>\n\n\n\n

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\"\"Acquis didactiques vis\u00e9s<\/strong>
\"\" Concevoir une t\u00e2che actionnelle
\"\" Exploiter une th\u00e9matique comme support langagier
\"\" Mettre en \u0153uvre des p\u00e9dagogies actives
\"\" Transformer un support culturel en activit\u00e9 p\u00e9dagogique<\/p>\n<\/div>\n\n\n\n

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\"\"Acquis num\u00e9riques vis\u00e9s<\/strong>
\"\" Utiliser l\u2019IA pour g\u00e9n\u00e9rer des id\u00e9es et contenus
\"\" Cr\u00e9er des images pour un support p\u00e9dagogique
\"\" R\u00e9diger des consignes avec l\u2019IA<\/p>\n<\/div>\n<\/div>\n\n\n\n

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<\/div>\n\n\n\n
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\"\"Comp\u00e9tences douces des apprenants<\/strong>
\"\" Coop\u00e9rer en groupe
\"\" Faire preuve de cr\u00e9ativit\u00e9
\"\" Oser prendre la parole
\"\" D\u00e9velopper l\u2019esprit critique<\/p>\n<\/div>\n\n\n\n

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Mettre en place un projet p\u00e9dagogique pour d\u00e9velopper les comp\u00e9tences et ancrer les acquis<\/strong><\/p>\n\t\t\t

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Un projet p\u00e9dagogique donne du sens aux apprentissages, mais pour qui ? L\u2019enseignant ou les apprenants ? Qu\u2019apporte-t-il de plus aux apprenants que la mise en sc\u00e8ne des objectifs d\u2019enseignement ?
Nous verrons qu\u2019il existe diff\u00e9rents types de projet p\u00e9dagogique adapt\u00e9s \u00e0 chaque situation et chaque temporalit\u00e9 d\u2019apprentissage. Puis, nous verrons comment \u00e9laborer un projet favorisant le d\u00e9veloppement de multiples comp\u00e9tences et l\u2019ancrage des acquis. La planification et l\u2019\u00e9valuation du projet seront ensuite abord\u00e9es. Enfin, nous verrons comment diffuser ce projet. Car qui dit projet et perspective actionnelle, dit contextualisation dans la vie sociale des apprenants et valorisation dans le syst\u00e8me \u00e9ducatif.<\/p>\n\n\n\n

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\"\"Acquis didactiques vis\u00e9s<\/strong>
\"\" S\u00e9lectionner un type de projet p\u00e9dagogique
\"\" \u00c9laborer un projet p\u00e9dagogique
\"\" Planifier un projet p\u00e9dagogique
\"\" \u00c9valuer un projet p\u00e9dagogique<\/p>\n<\/div>\n\n\n\n

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\"\"Acquis num\u00e9riques vis\u00e9s<\/strong>
\"\" S\u00e9lectionner des outils num\u00e9riques utiles
\"\" S\u00e9lectionner des r\u00e9seaux sociaux utiles
\"\" Diffuser un projet p\u00e9dagogique sur Internet<\/p>\n<\/div>\n<\/div>\n\n\n\n

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\"\"Comp\u00e9tences douces des apprenants<\/strong>
\"\" S\u2019ouvrir \u00e0 la nouveaut\u00e9
\"\" D\u00e9velopper son autonomie
\"\" Avoir le sens du collectif<\/p>\n<\/div>\n\n\n\n

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Cr\u00e9er un journal multim\u00e9dia pour ouvrir la classe sur le monde<\/strong><\/p>\n\t\t\t

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Cr\u00e9er un journal en classe est relativement simple, mais quel en est l\u2019objectif ? Comment sert-il l\u2019apprentissage ? Qu\u2019apporte-t-il de plus aux apprenants ? Dans un premier temps, les participants d\u00e9termineront les diff\u00e9rentes formes d\u2019un journal pour la classe, puis ils identifieront le r\u00f4le des m\u00e9dias. Enfin, ils testeront divers outils num\u00e9riques avant d\u2019imaginer la conception d\u2019un journal multim\u00e9dia.<\/p>\n\n\n\n

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\"\"Acquis didactiques vis\u00e9s<\/strong>
\"\" D\u00e9terminer les diff\u00e9rentes formes de journal pour la classe
\"\" Identifier le r\u00f4le des m\u00e9dias en classe\u00a0<\/p>\n<\/div>\n\n\n\n

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\"\"Acquis num\u00e9riques vis\u00e9s<\/strong>
\"\" Identifier des outils num\u00e9riques utiles
\"\" S\u00e9lectionner les outils ad\u00e9quats au projet
\"\" Consid\u00e9rer les diff\u00e9rents aspects multim\u00e9dias d\u2019un journal<\/p>\n<\/div>\n<\/div>\n\n\n\n

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\"\"Comp\u00e9tences douces des apprenants<\/strong>
\"\" Comparer et \u00e9valuer les informations
\"\" Produire du contenu en fran\u00e7ais
\"\" D\u00e9velopper sa cr\u00e9ativit\u00e9
\"\" D\u00e9velopper sa pens\u00e9e critique<\/p>\n<\/div>\n\n\n\n

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Concevoir des REL pour des ressources p\u00e9dagogiques adapt\u00e9es aux programmes<\/strong><\/p>\n\t\t\t

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Les REL, ressources \u00e9ducatives libres, peuvent \u00eatre cr\u00e9\u00e9es et diffus\u00e9es par des enseignants de mani\u00e8re individuelle. Les concevoir lors d\u2019un projet permet de mobiliser une communaut\u00e9 \u00e9ducative, de renforcer les liens entre enseignants utilisateurs tout en favorisant la mont\u00e9e en comp\u00e9tences des enseignants concepteurs. Ces ressources d\u2019apprentissage seront ainsi adapt\u00e9es aux programmes nationaux, en phase avec les r\u00e9alit\u00e9s locales et les politiques linguistiques en cours, tout en int\u00e9grant documents authentiques, perspective actionnelle et apprentissage actif. Les participants analyseront tout d\u2019abord leur programme national avant de d\u00e9terminer quel sera l\u2019apport du num\u00e9rique. Puis, ils planifieront des s\u00e9quences d\u2019apprentissage et concevront des activit\u00e9s actionnelles.<\/p>\n\n\n\n

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\"\"Acquis didactiques vis\u00e9s<\/strong>
\"\" Analyser un programme
\"\" D\u00e9terminer l\u2019apport du num\u00e9rique
\"\" Planifier une s\u00e9quence p\u00e9dagogique
\"\" Concevoir des activit\u00e9s actionnelles<\/p>\n<\/div>\n\n\n\n

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\"\"Acquis num\u00e9riques vis\u00e9s<\/strong>
\"\" Adapter et concevoir des REL avec le num\u00e9rique
\"\" S\u00e9lectionner des documents authentiques
\"\" Partager des REL<\/p>\n<\/div>\n<\/div>\n\n\n\n

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\"\"Comp\u00e9tences douces des apprenants<\/strong>
\"\" Acqu\u00e9rir et enrichir les connaissances grammaticales et lexicales
\"\" Acc\u00e9der \u00e0 une langue authentique
\"\" \u00catre actif dans son apprentissage<\/p>\n<\/div>\n\n\n\n

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Utiliser facilement la vid\u00e9o en classe pour engager les apprenants<\/strong><\/p>\n\t\t\t

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Si la vid\u00e9o est souvent exploit\u00e9e en tant que document pour travailler la compr\u00e9hension orale, il est aussi possible de l’utiliser pour, non seulement, encourager la production orale des apprenants, mais aussi le d\u00e9veloppement d’autres comp\u00e9tences. Dans un premier temps, les participants s’attacheront \u00e0 d\u00e9terminer les apports de la vid\u00e9o en classe, puis ils testeront des outils de conception et de manipulation, avant d’imaginer des t\u00e2ches int\u00e9grant l’utilisation de la vid\u00e9o par les apprenants dans le cadre de projets divers.<\/p>\n\n\n\n

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\"\"Acquis didactiques vis\u00e9s<\/strong>
\"\" Analyser les apports de la vid\u00e9o
\"\" Concevoir des t\u00e2ches
\"\" Sc\u00e9nariser des projets avec la vid\u00e9o<\/p>\n<\/div>\n\n\n\n

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\"\"Acquis num\u00e9riques vis\u00e9s<\/strong>
\"\" Utiliser des outils de conception vid\u00e9o
\"\" Manipuler des vid\u00e9os<\/p>\n<\/div>\n<\/div>\n\n\n\n

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<\/div>\n\n\n\n
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\"\"Comp\u00e9tences douces des apprenants<\/strong>
\"\" Travailler en \u00e9quipe
\"\" N\u00e9gocier
\"\" Respecter les d\u00e9lais<\/p>\n<\/div>\n\n\n\n

<\/div>\n<\/div>\n\n<\/div>\n\t\t<\/div>\n<\/div>\n\n

Num\u00e9rique \u00e9ducatif<\/a> | P\u00e9dagogie<\/a> | Distanciel<\/a> | Comp\u00e9tences et strat\u00e9gies<\/a><\/p>

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

Num\u00e9rique \u00e9ducatif | P\u00e9dagogie | Distanciel | Comp\u00e9tences et strat\u00e9gies<\/p>\n","protected":false},"author":1,"featured_media":7171,"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-7170","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-2023-06-29-162429.png?fit=918%2C859&ssl=1","author_info":{"display_name":"Isabelle 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