5 postures to favor for active teaching ... even from a distance

Involvement, collaboration, feedback, contextualization and interaction… According to Maxime Laflamme, pedagogical advisor at École branchée, these are the 5 postures that teachers should adopt for a more active pedagogy in class and at a distance . In order to support them, it offers 5 favorite applications.

Over the past year, Maxime Laflamme has had the opportunity to support many teachers during tailor-made training courses in order to get them to adapt their practices to the current context. The five postures to favor have become constants in his training. With these postures, it combines applications whose functions can support teachers in achieving certain objectives.

The implication

“Involving the student is to motivate him to get involved in the activity. "

To involve students from the start of a learning sequence, Maxime suggests using the application Edpuzzle for active listening to video capsules. It is possible to insert questions for students to answer at various times during the viewing. This type of activity stimulates concentration since they must remain attentive to be able to respond and continue viewing.

The collaboration

"At the heart of the learning process"

In order to maximize distance collaboration by promoting discussions and exchanges, Maxime recommends the creation of sub-groups (3 to 5 students). According to him, it is also important to clearly name the objectives and expectations of the sub-group itself and each of the members. To facilitate collaboration, it offers the use of the application Padlet, which creates a collective bulletin board. All the students can contribute in real time and even see the contributions of other teams, when the requested work is suitable.

Feedback

"Useful, Specific and Benevolent (USB) to motivate and help learning"

Digital certainly makes it possible to vary the forms that feedback can take. According to Maxime, the tool par excellence of active pedagogy is Flipgrid, which allows us to keep track of students' learning and, above all, to offer them feedback in video, audio or written form. He favors the use of this tool at the end of the learning sequence. And, as said Jacques Cool, it is interesting to keep in mind that good feedback must be USB, that is, useful, specific and benevolent!

Contextualization

"Suggest authentic tasks to give meaning"

The more authentic the material seen in class, that is to say contextualized, anchored in the students' reality and in “real life”, the more meaningful the learning will become. Maxime suggests that teachers be inspired by current events to give meaning to certain notions seen in class. To support them, he presented the online resource SCOOP!, a collection of educational guides related to topical issues, published by École branchée.

Interaction

"An essential lever for student engagement and learning"

It is all the more important from a distance to maintain a bond, a social and emotional relationship with the students, if only by asking "How are you?" ". To increase interactions, generate exchanges and discussions, Maxime offers the use of the application Wooclap, which offers about twenty choices of different interactive activities.

Maxime Laflamme presented his conference during the 4th edition of the Distance Education Week (FAD), which took place from February 22 to 26. With over 1,200 registrations, an increase of 258 % compared to last year, this edition was by far the most coveted since the inception of the event.

It is possible to review Maxime's conference, as well as all the conferences presented during the FAD Week, on the FADIO website.