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Creating a new object in classroom: a pedagogical design for innovation and observation

2024, Perret-Clermont, Anne-Nelly, Giglio, Marcelo, Arcidiacono, Francesco

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Les gestes de l’enseignant visant un apprentissage autorégulé de la collaboration créative en classe

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

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Research on ‘Individual Work in Class’ as a Reflective Tool: Involving Pre-service Teachers into a Collaborative Publication

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

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Pourquoi du travail individuel dans les classes ?

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

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Implementing individual work within a creative collaborative activity in secondary classroom

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.

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Les interactions sociales en classe: réflexions et perspectives

2017, Giglio, Marcelo, Arcidiacono, Francesco

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Children and teachers’ collective reasoning in a creative task

2016-8, Kohler, Alaric, Giglio, Marcelo

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Alternating individual and collective moments in the classroom to teach how to imagine and create

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

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Créer un objet nouveau en classe. Un dispositif d'innovation pédagogique et d'observation

2017, Perret-Clermont, Anne-Nelly, Giglio, Marcelo

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Tensions dans l'étayage des activités créatives d'enfants hors de l'école

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