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1 Supporting teachers A partnership at Ecole des Mines de Nantes.

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1 1 Supporting teachers A partnership at Ecole des Mines de Nantes

2 2 Le contexte local  En Loire-Atlantique: 572 écoles publiques (3700 classes) 264 écoles privées (1950 classes) réparties sur 2 grandes agglomérations (Nantes et St Nazaire mais aussi un territoire rural)

3 3 Different ways of supporting the classes  In the classroom  In-service training  Resource production  Collaborative projects

4 4 September October or December October to June Getting in contact and informing the students Getting in contact with interested teachers Tutoring in the classroom Meeting between teachers and tutors, twinning Upstream training of the tutors Supporting IBSE in the classroom

5 5 Year University + EMN 60 schools 124 tutors 89 University 35 EMN 144 classes 56 University 88 EMN

6 6 Nantes : 26 classes LA CHEVALLERAIS : 4 classes GRANCHAMP D. F : 2 classes Schools that have been supported in PETIT MARS : 1 classe ST MARS L. J. : 5 classes GUEMENE PENFAO : 4 classes VIGNEUX D. B. : 5 classes ST MARS D. C : 3 classes St NAZAIRE : 2 classes SAUTRON : 1 classe CORCOUET/LOGNE : 2 classes ST HERBLAIN : 5 classes ST HILLAIRE D. C. : 6 classes BASSE GOULAINE : 2 classes ST PAZANNE : 6 classes St JOACHIM : 4 classes MALVILLE. : 1 classe

7 7 Number of classes supported for each level (years old) Number of classes

8 8 Topics Number of classes Topics

9 9 Supporting teachers professional development

10 10 Aims : 1.Self-experiencing IBSE by experimentation and practical workshops 2.Teachers experience same training situations and difficulties as their pupils 3. Analysing classroom pratices on the basis of what happened during the workshop 4. Writing an experimentation protocol

11 11 Ce que l’accompagnateur vit : Accès à un monde traditionnellement fermé : des règles strictes ; collaborer et non intervenir seul Propice à une approche transdisciplinaire : écrit, calcul, graphisme, histoire, société,... Collaborer avec l’instituteur : communiquer, s’entendre, répartir les rôles, travailler d’égal à égal Adapter et cibler le discours scientifique : vocabulaire, méthodes, principes Le statut du scientifique: assumer ou corriger ? Travailler auprès d’enfants curieux et sans préjugés

12 12 Resource production kits for the class scientific procedures and documents

13 13 Supporting teachers by scientists, researchers, engineers tutoring : WHY ? From the teacher’s side : In primary schools : obvious … but for secondary schools ? At university level ? From the scientist’s side : What have they to learn through this experience ?

14 14 Supporting teachers by scientists, researchers, engineers tutoring : HOW can we motivate … … teachers ? … scientists ? … institutions ? Create opportunities for them to live inquiry in science and technology

15 15 Nathalie Michel :


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