{"id":7193,"date":"2023-07-09T13:47:10","date_gmt":"2023-07-09T11:47:10","guid":{"rendered":"https:\/\/isabellebarriere.eu\/numerique-et-fle\/?p=7193"},"modified":"2025-06-03T10:24:30","modified_gmt":"2025-06-03T08:24:30","slug":"competences-et-strategies","status":"publish","type":"post","link":"https:\/\/isabellebarriere.eu\/numerique-et-fle\/competences-et-strategies\/","title":{"rendered":"Comp\u00e9tences et strat\u00e9gies"},"content":{"rendered":"
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D\u00e9velopper les comp\u00e9tences sociales et num\u00e9riques des apprenants par les objectifs disciplinaires<\/strong><\/p>\n\t\t\t

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Si le CECR met en avant des comp\u00e9tences de communication \u00e9troitement li\u00e9es \u00e0 l\u2019utilisation d\u2019une langue, il est dommage de ne pas prendre en consid\u00e9ration d\u2019autres comp\u00e9tences non moins importantes. Ces comp\u00e9tences sociales et num\u00e9riques sont et seront essentielles \u00e0 l\u2019apprenant tout au long de sa vie, notamment dans sa vie professionnelle. N\u2019oublions pas non plus que la vie sociale et administrative se num\u00e9rise rapidement et que la maitrise de l\u2019outil informatique, le regard critique sur les informations diffus\u00e9es et l\u2019adaptabilit\u00e9 \u00e0 des moyens de communications \u00e9mergents sont indispensables. Nous d\u00e9finirons tout d\u2019abord ce qu\u2019est un objectif, un acquis d\u2019apprentissage, une comp\u00e9tence, une activit\u00e9 et une strat\u00e9gie d\u2019apprentissage. Ensuite, nous d\u00e9terminerons le r\u00f4le des comp\u00e9tences sociales dans la vie des apprenants. Enfin, nous verrons comment favoriser le d\u00e9veloppement de ces comp\u00e9tences au travers d’activit\u00e9s li\u00e9es \u00e0 l\u2019apprentissage de la langue.<\/p>\n\n\n\n

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\"\"Acquis didactiques vis\u00e9s<\/strong>
\"\" D\u00e9finir objectifs, acquis d\u2019apprentissage, comp\u00e9tences, activit\u00e9s et strat\u00e9gies
\"\" D\u00e9terminer le r\u00f4le des comp\u00e9tences sociales et num\u00e9riques
\"\" Cr\u00e9er des activit\u00e9s d\u2019apprentissage favorisant le d\u00e9veloppement des comp\u00e9tences sociales et num\u00e9riques<\/p>\n<\/div>\n\n\n\n

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\"\"Acquis num\u00e9riques vis\u00e9s<\/strong>
\"\" S\u00e9lectionner des ressources utiles
\"\" S\u00e9lectionner des outils num\u00e9riques ad\u00e9quats
\"\" Concevoir des activit\u00e9s num\u00e9riques<\/p>\n<\/div>\n<\/div>\n\n\n\n

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\"\"Comp\u00e9tences douces des apprenants<\/strong>
\"\" Travailler en groupe
\"\" D\u00e9velopper ses comp\u00e9tences num\u00e9riques
\"\" Mobiliser ses ressources pour r\u00e9soudre un probl\u00e8me<\/p>\n<\/div>\n\n\n\n

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Favoriser l\u2019apprendre \u00e0 apprendre pour une meilleure acquisition des comp\u00e9tences<\/strong><\/p>\n\t\t\t

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Dans l\u2019id\u00e9al de l\u2019apprentissage des langues, un bon apprenant est celui qui obtient de bons r\u00e9sultats, mais est-il un bon utilisateur de la langue ? Comment devenir un bon utilisateur ? En apprenant par c\u0153ur des conjugaisons ou en d\u00e9veloppant des strat\u00e9gies d\u2019apprentissage particuli\u00e8res ? Dans un premier temps, nous aborderons l\u2019apprendre \u00e0 apprendre, puis nous identifierons des strat\u00e9gies d\u2019apprentissage utiles \u00e0 l\u2019acquisition d\u2019une langue. Enfin, nous r\u00e9fl\u00e9chirons \u00e0 l\u2019int\u00e9gration de ces strat\u00e9gies dans la r\u00e9alisation des activit\u00e9s et t\u00e2ches d\u2019apprentissage avant d\u2019envisager leur utilisation en dehors du temps classe.<\/p>\n\n\n\n

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\"\"Acquis didactiques vis\u00e9s<\/strong>
\"\" D\u00e9finir ce qu\u2019est l\u2019apprendre \u00e0 apprendre
\"\" Identifier les strat\u00e9gies d\u2019apprentissage utiles pour l\u2019acquisition d\u2019une langue
\"\" Int\u00e9grer les strat\u00e9gies dans les activit\u00e9s et t\u00e2ches
\"\" Favoriser l\u2019utilisation des strat\u00e9gies en dehors du temps classe<\/p>\n<\/div>\n\n\n\n

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\"\"Acquis num\u00e9riques vis\u00e9s<\/strong>
\"\" S\u00e9lectionner des outils num\u00e9riques utiles
\"\" Concevoir des activit\u00e9s num\u00e9riques
\"\" Cr\u00e9er des \u00e9valuations num\u00e9riques<\/p>\n<\/div>\n<\/div>\n\n\n\n

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\"\"Comp\u00e9tences douces des apprenants<\/strong>
\"\" Enrichir sa capacit\u00e9 \u00e0 apprendre \u00e0 apprendre
\"\" D\u00e9velopper sa capacit\u00e9 \u00e0 faire face \u00e0 l\u2019incertitude
\"\" D\u00e9velopper son autonomie<\/p>\n<\/div>\n\n\n\n

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\u00c9voluer de l\u2019enseignement \u00e0 la formation pour accompagner, former et conseiller des enseignants<\/strong><\/p>\n\t\t\t

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De plus en plus d\u2019enseignants exp\u00e9riment\u00e9s interviennent aujourd\u2019hui comme formateurs de formateurs. S\u2019agit\u2010il v\u00e9ritablement de formations construites ou plut\u00f4t de partages d\u2019exp\u00e9riences\u202f? Devenir formateur ou conseiller p\u00e9dagogique demande de d\u00e9velopper des comp\u00e9tences sp\u00e9ci\ufb01ques en ing\u00e9nierie de formation, en accompagnement professionnel et en animation de dispositifs p\u00e9dagogiques. Cet atelier vise \u00e0 outiller les enseignants dans cette \u00e9volution de posture. \u00c0 travers des pratiques p\u00e9dagogiques actives, des partages d\u2019exp\u00e9riences, des r\u00e9\ufb02exions collectives, des mises en situation, ainsi que l\u2019exploitation d\u2019outils num\u00e9riques et d\u2019intelligence arti\ufb01cielle, les participants d\u00e9velopperont leurs comp\u00e9tences pour concevoir, animer et accompagner des actions de formation.<\/p>\n\n\n\n

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\"\"Acquis didactiques vis\u00e9s<\/strong>
\"\" Analyser les besoins de formation des enseignants
\"\"Concevoir des dispositifs de formation
\"\" Plani\ufb01er des s\u00e9quences de formation de formateur
\"\" Animer des formations d\u2019enseignants<\/p>\n<\/div>\n\n\n\n

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\"\"Acquis num\u00e9riques vis\u00e9s<\/strong>
\"\" Int\u00e9grer le num\u00e9rique et l\u2019IA dans la formation des enseignants
\"\" Concevoir des supports de formation interactifs
\"\" Animer des formations en mode hybride ou \u00e0 distance<\/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 participants<\/strong>
\"\" Adopter une posture r\u00e9\ufb02exive et ajuster sa pratique
\"\" Faciliter les \u00e9changes et animer des groupes d\u2019adultes
\"\" G\u00e9rer la complexit\u00e9 et s\u2019adapter aux impr\u00e9vus<\/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>| Projet<\/a>| Distanciel<\/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| P\u00e9dagogie| Projet| Distanciel<\/p>\n","protected":false},"author":1,"featured_media":7173,"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-7193","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-2023-06-29-162552.png?fit=627%2C600&ssl=1","author_info":{"display_name":"Isabelle 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