When organizing the structure of learning environnements, you’re always brought back to the basic founding which are the learning outcomes defined in the curriculum. An important difference found in terms of how learning outcomes are formulated between various written curricula analysed concerns the degree of specificity and simplicity. This characteristic is known as ‘granularity’, and... Continue Reading →
After a lot of discussions around the notions around adaptiveness, I’m still confused, but certainly at a higher level. Therefore I would like to try to try to precise what, for me, after all these discussions, the notion about “adaptive …” means and see if this gets us to a point where we could all agree... Continue Reading →
I've been working lately on learning modules for the online learning platform MathemaTIC where we develop coherent learning arrangements for mathematical content. MathemaTIC has the ambitious aim of using technology to offer a relatively “language-free” solution to raise attainment in numeracy while simultaneously enabling teachers to better support the learning needs of an increasingly heterogeneous classroom of 10-11... Continue Reading →
Infographie basée sur un article de Stanislas Dehaene qui précise les quatre facteurs principaux de réussite d’un apprentissage, identifiés par les sciecnes cognitives : l’attention, l’engagement actif, le retour d’information, et enfin, la consolidation.
A talk about mathematics and sex and other mathematical meanderings involving equations for hormonal love rushes or for knowing when might be a good time to stop playing the field, as well as what brought a mathematician to that point. Mathematics and sex are deeply intertwined. From using mathematics to reveal patterns in our sex... Continue Reading →
Les compétences transversales sont structurées en 4 domaines qui sont précisées à l’aide de savoir-faire à acquérir et d’outil à maîtriser. L’utilisation de technologies de l’information et de la communication sous-tend toutes les situations d’apprentissage qui seront mises en œuvre pour permettre aux apprenants de s’approprier les techniques et les outils y liées. Des exemples... Continue Reading →
This one is very easy and quickly done Ingredients : any vegetables you like - here i took and prepared in cut into brunoise red sweet pepper carrots courgette ½ eggplant some green beans --> some oil and ghee into a heated pan adding 1 chopped onion 1 clove of garlic, chopped 2 small tumeric or curcuma (beware of... Continue Reading →
Creativity is just connecting things. When you ask creative people how they did something, they feel a little guilty because they didn’t really do it, they just saw something. It seemed obvious to them after a while. That’s because they were able to connect experiences they’ve had and synthesize new things. - Steve Job
In 1987, Thomas Malone and Mark Lepper published a systematic framework for intrinsic motivation in order to understand how we might avoid the dampening effect that tends to happen in schools. they observed that games appear to strongly motivate players to engage in problem solving and critical thinking, they used the lens of games to... Continue Reading →
Les six aveugles et l'éléphant Un jour, un prince étranger, voyageant à dos d’éléphant, traversa une ville dont tous les habitants étaient aveugles. Les habitants entendirent bientôt parler de l’animal extraordinaire que montait le prince et décidèrent d'envoyer six d'entre eux toucher l'animal, afin de pouvoir le décrire à tous les autres. À leur retour,... Continue Reading →
Food 4 Learning 
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