Petit briefing sur la dernière activité à l’école Al Massira. Il y a à peu près dix jours :
Objectif : Apprendre aux élèves un nouveau vocabulaire à travers une activité artistique.
Activité : Création d’un jeu de cartes – le jeu des sept familles – appliqué à des fruits, légumes, et formes.
Durée : 1h30min
Nous avons travaillé en trois groupes de quatre élèves. Après découpage des cartes, chaque groupe a été assigné une famille spécifique : Les fruits, les légumes, ou les formes.
Ainsi, la famille des légumes comprendra « Le Père Aubergine », « La Mère Pomme de Terre », …etc. Sur chaque carte, les élèves ont dessiné un des membres des trois familles. En voilà un petit aperçu en images :
Mon retour sur expérience : Les élèves ont aimé l’activité, je suppose parce qu’elle les a fait sortir de la routine de la classe, et aussi parce qu’ils se sont amusés tout en apprenant de nouvelles choses. Mais cette séance a été particulièrement fatigante, apparemment j’ai encore beaucoup à apprendre en matière de gestion des activités d’enfants :-)
6 comments:
Hi
I hope you still enjoying your noble work; I noticed that your last lesson is foreign language (French) with an aspect of cross-curricular (geometry) .I would like to focus on the first. It should be borne in mind that the contexts traditionally used in a foreign language teaching demand a considerable degree of imagination and suspension of belief on the part of pupils who, sandwiched between a perfectly realistic PE and science lessons, find themselves in their foreign language classroom pretending to buy fruits/ vegetables from a shop that doesn’t exist. In comparison, then, the contexts that follow are not as far –fetched as they might first appear to be. It is not just that you are so used to getting pupils to pretend to be in a market that we no longer question this extraordinary practice, nor do we seek alternative to it. Sometimes we encourage pupils to use language to describe famous celebrities ( Ich heisse Bart Simpson. Ich bin 11 Jahre alt. Ich habe eine katze). Similar issues and objectives are, of course, relevant to learners to all learners of all ages and abilities. To get the most from a resource (like the one you used) with a class of any age or ability level, it is important for the teacher to consider the following:
-Why am I using it?
-What do I want from it?
-which bit do I use for this purpose?
- What preparation will the class need?
-What interaction will there be?
-What follow-up will there be?
I am sorry for this lengthy comment Fadwa. I also (out of curiosity) want you to get one of your pupils with a chronometer and ask him/her to time you up when you talk. I am curious to know how much of the lesson is your talking and how much of it is pupils on task.
Hi "Moroccan", Thanks for the comment. I would really love to read some of your articles/books...do you have a blog or anything?...
I will do the chronometer experience and will tell you iA.
Thanks again!
Oh God bless your heart Fadwa, Me ..? articles ? books? ,No..far from it. but I will take that as a compliment; thank you. Yes I have toyed with the idea of a blog, but still cant get around it, You see, about an hour ago I had my third attempt at making a “Tagine Btata wa zitoun” I failed miserably, and it all ended up in the rubbish bin just like the two previous ones, Naturally I wont give up, “Tagine” will remain at the top of my agenda, some people have different priorities, no matter how trivial they seem.
On a serious note, I would love to observe one of your lessons, I promise a through feedback and I am not in it to patronise, I want to learn from you. I don’t know when you break up. But I should be around by the end of July. In one of your earlier posts you mentioned that your school attachment area is socially disadvantaged .Is there anything that I can help you with in terms of equipment /resources, anything that can ease your burden, please do not hesitate to ask.
Pssst : I looked up your profile, an impressive book selection, not a bad taste in music, beautiful smile, awful jumper.
well, I wish you good luck with the next tajine :-) although I still think you should write about the things you know, a lot of people may benefit from it. My last lesson is planned for next Monday, it is going to be an arts and craft session with the help of a teacher from the school. Thanks for offering to help with the feedback, I am sure it will be valuable. The lessons will be over by July but I would love to hear your opinion about education reform in Morocco. Let me know when you're around. Concerning school supplies, we managed to get some necessary stuff, so I think we should be fine by the start of the next school year. Thanks for offering to help!
I am afraid I haven’t the slightest idea about Moroccan educational reforms; I have left leplusbeaupaysdumonde long time ago, I have learnt a thing or two about classroom practice as a drama teacher (theatrical side of it) over here in the UK. Throughout the years I have been assigned many teachers trainees .I train an average of 3 teachers per year (some of them went to become the finest).The last lesson of Art and craft that I have observed, the teacher asked her students (15 years olds) to design a website, colourful slides, various links .This of course is part of this cynical drive to incorporate IT in all subjects, how can this be a work of art is beyond me, we don’t educate children anymore we “prepare them for the future” so to speak, and in doing so we forsake the true purpose of education to serve the needs of the labouring market, In other words we prostitute education to industry.
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