Giglio, Marcelo

2017-11-30, Boissonnade, Romain, Giglio, Marcelo, Jeanbourquin, Anouck, Widmer, Aline, Richards, Kevin

A creative collaboration in classroom need for teachers’ to develop a specific activity in order to enable the pupils to learn and create actively. This can lead them to deploy a specific « creative scaffolding » (Giglio, 2015). One possibly important dimension is to plan and support individual moments of work as a condition for a fruitfull creative collaboration. In this collaborative research, we explore and describe a diversity of teachers’ actions to support this social variation occuring in classroom during a creative collaboration. Three secondary teachers and teacher students have to invent a teaching sequence involving individual moments of work, to anticipate their classroom reactions, to implement the sequence, and finally to observe and reflect on their own teaching activity. The results show three pedagogical sequences combining individual and collective moments of work during a creative collaboration proposed in history, litterature and natural science courses. We highlight different teachers’ actions to support an individual work during a collaborative work in classroom, and to support pupils’ transitions from a collective to an individual work and vice versa. The study also stress positive and negative effects of the sequence from the teachers and student teachers’ points of view.

2016-8-28, Boissonnade, Romain, Giglio, Marcelo

2016-6-5, Boissonnade, Romain, Giglio, Marcelo, Fontaine, Claudia, Halilovic, Irfan, Jaton, Constance, Kumararatnam, Shalini, Piscitelli, Marina, Rebetez, Julie, Schneider, Lisa, Soltermann, Andrea, Stebler, Ophélie, Torres Ferreira, Tania, Werren, Sandrine

2016, Tartas, Valérie, Giglio, Marcelo, Railean, Elena, Walker, G, Jackson, J

This chapter presents a literature review on collaboration to learn with some illustrations to design adéquate collaborative settings to promote learning in the classroom. From a socio-cultural approach of education, the authors present the way teacher and students participate together in several discursive activities to elaborante a shared understanding of the topic or task under study. This chapter offers two collaborative designs: an argumentative tool-based collaboration in astronomy and a creative collaboration in music education. Some examples are proposed in order to identify different conflicts, contradictions, agreements and disagreements between students to solve a problem, complete a task or create a product in collaboration.

2017-9-5, Giglio, Marcelo, Boissonnade, Romain

2016-8, Kohler, Alaric, Giglio, Marcelo

2016-5-1, Giglio, Marcelo

2017, Giglio, Marcelo, Boissonnade, Romain, Kohler, Alaric, Cartier, Sylvie C., Mottier Lopez, Lucie

2016-7-1, Boissonnade, Romain, Giglio, Marcelo

2016-1-13, Tessaro, Walther, Marcel, Jean-François, Gerard, François-Marie, Giglio, Marcelo