Magazine de la cinquième rencontre éducative et

Transcription

Royaume du Maroc
Ministère de l’Education Nationale
L’ Académie Régionale d’Education et de Formation
de la Région de Marrakech Tensift Al Haouz
Le Centre Régional des Métiers de l’Education
et de la Formation
L’Annexe du CRMEF de Marrakech Mechouar
La Délégation Provinciale du MEN du Haouz
En partenariat avec
La Faculté d’Education de l’Université d’Enseignement
Professionnel HAN à Arnhem et Nimègue, Pays-Bas
Les Ecoles Supérieures du Professorat et de l’Education
(ILS et Pabo, HAN) à Arnhem et Nimègue, Pays-Bas
Magazine de la cinquième
rencontre éducative et
interculturelle
Maroc - Pays-Bas
2015
Centre Régional des Métiers
de l’Education et de la Formation
Marrakech Mechouar
rencontre éducative
et interculturelle
Maroc - Pays-Bas 2015
2
CONTENU
SÉANCE D’OUVERTURE
4
Accueil à l’Académie Régionale d’Education et de
Formation
Allocutions officielles
•• Allocution du Directeur de L’Académie Régionale
l’Education et de Formation de la Région Marrakech
Tensift Al Haouz, Ahmed Benzzi
•• Allocution de la Directrice de la Faculté d’Education
de l’Université HAN à Nimègue, Titia Bredée
Accueil au Centre Régional des Métiers de l’Education
et de la Formation, annexe Mechouar
Mot d’accueil du Directeur du CRMEF Mechouar,
Abdelhafid Mellouki
Atelier 4 Children’s right to education
22
Teachers: Bea Bisseling and Mirjam van Gemert
COMMUNICATIONS
Première communication
6
Community service learning and teaching, the
experience of the English department
Abdelatif Laklida
Deuxième communication 10
Comment créer un espace afin de favoriser les
recherches-action Maroc - Pays-Bas?
Françoise Lucas
12
Atelier 6 Pictures say more than words
26
14
Atelier 3 20
Activité de communication en classe de langue :
de la planification à l’opérationnalisation
28
Students: My Hicham El Amrani, Abd Ali Ouakchoum and
Fatima Ezzarha Rihani
Teacher: Khadija Kairit
Atelier 8 Des jeux pour l’enseignement des langues
Students: Rudi Holleboom, Ruben de Leeuw and
Melissa Leijser
Teacher: Daniel Gibb
Professeur: Abdelaziz Boukroun
Etudiants: Zoubida Ouarda, Imane Douhar et
Lhoucine Bakhouch
Professeurs: Khalid Boudiab, Hassane Bouzit,
Samir Chendali et Chaouqi Hachir
Atelier 7 Motivating students and enhancing their
participation in the class
Students: M
ohamed Abouhachni, Lamiae Fadili,
Nadia Outcoumit and Khalid Taouil
Teacher: Tourya Saada
Atelier 2 Grasping meaning
24
Students: Mozgan Ayas and Melanie Welbers
Teacher: Anne van Duuren
ATELIERS Atelier 1 From culture shock to cultural understanding
Atelier 5 Défi : parcours interculturel
32
Etudiants: Famke Daams et Niels van Wanrooij
Professeur: Françoise Lucas
Atelier 9 34
How to start the lesson and how to differentiate
in your class
Students: Sophie Basten, Lara van Oel and Anke Seuren
Teacher: Marjon Oerlemans
3
Atelier 10 Conception d’un contenu interculturel
36
Etudiants: Abdelaali Bouziti, Aziz Aarab et
Marwane Querdam
Professeur: Rachida Elqobai
Atelier 11 Differences between languages are not an issue
when using drama
38
Students: Kitty Brunink and Ilona Blees
Teacher: Veroniek Simons
Atelier 12 Targets in English Pronunciation
Les deux parties signataires, l’Académie Régionale d’Education et de
Formation de la Région de Marrakech Tensift Al Haouz et la Faculté
d’Education de l’Université d’Enseignement Professionnel HAN
à Arnhem et Nimègue, s’engagent par la présente convention à
formaliser des liens de coopération et de partenariat selon les
modalités et les conditions décrites ci-dessous:
1.Agir réciproquement, en s’en donnant les moyens, par l’échange
d’expertise en matière de formation initiale et continue des
enseignants;
40
Teachers: Theo Bijkerk and Moureen Macarthur
Atelier 13 Active learning with cooperative strategies
EDUCATION SANS FRONTIÈRES:
42
2.Maintenir et affiner la collaboration existante entre le Centre
Régional des Métiers de l’Education et de la Formation, l’Annexe du
CRMEF de Marrakech Mechouar, la Délégation Provinciale du MEN
du Haouz et les Ecoles Supérieures du Professorat et de l’Education
(ILS et Pabo, HAN) à Arnhem et Nimègue;
Teachers: Wilma van den Berg and Bernadet Tijnagel
Atelier 14 Children’s book week - Theme: celebrations
44
Students: Rianne Joosten, Thomas Voorn and
Suzanne Wolbers
Teacher: Ilja van Bree
Atelier 15 Culture et intégration / trust: the relationship
between student and teacher in multicultural space
50
Professeurs: Ismail Chaaouf et Mohamed Mejdi
Atelier 16 Projet interdisciplinaire
52
Professeur: Mustapha Echtouki
References
54
3.Concrétiser la collaboration dans le domaine des programmes
de recherche ci-dessous:
a.la promotion de la recherche sur l’histoire, la littérature et les arts
dans leur diversité;
b.la promotion de l’interculturel au service du monde de la
connaissance et du savoir dans les deux pays;
c.l’expertise et la formation continue des enseignants et des
encadrants;
d.le développement des compétences dans le domaine de
l’enseignement des langues étrangères;
e.la promotion de la recherche en sciences de l’éducation et en
didactique;
f.la promotion de la recherche sur la qualité de l’enseignement;
g.le développement des échanges éducatifs et pédagogiques entre
élèves, enseignants et formateurs des deux pays.
Source: Convention-cadre de Coopération éducative, 1 février 2011
4
MAGAZINE DE LA CINQUIÈME RENCONTRE ÉDUCATIVE ET INTERCULTURELLE MAROC - PAYS-BAS 2015
SÉANCE
D’OUVERTURE
Accueil à l’Académie Régionale d’Education et de Formation
Allocutions officielles
Allocution du Directeur de l’Académie Régionale de
l’Education et de la Formation de Marrakech Tensift Al Haouz,
Ahmed Benzzi
Madame la Directrice de la Faculté d’Education de Nimègue,
Monsieur le Directeur du Centre Néerlandais à Rabat,
Monsieur le Directeur du Centre Régional des Métiers de l’Education
et de la Formation,
Monsieur le Directeur du Centre Régional de Documentation
d’Animation et de Production Pédagogique,
Mesdames et Messieurs les professeurs, formateurs et étudiants
néerlandais et marocains,
Honorable assistance,
J’ai le grand plaisir de vous accueillir dans les nouveaux locaux de notre
académie à l’occasion de l’ouverture des travaux de la cinquième
rencontre éducative et interculturelle (Maroc- Pays Bas) 2015. Cette
rencontre s’inscrit dans le cadre de la convention de coopération que
nous avions renouvelée pour trois années encore. Ce qui prouve la
singularité de cette expérience d’échange pédagogique et interculturel.
En novembre dernier, j’ai présidé une délégation de responsables de
notre académie pour visiter l’Université d’Enseignement Professionnel
HAN de Nimègue et pour valider le plan d’action de 2015. Cette visite
était l’occasion de rencontrer des responsables de l’éducation et de
l’enseignement supérieur aux Pays-Bas, mais aussi de visiter quelques
établissements scolaires.
Dans le but d’assurer la continuité à notre partenariat exemplaire,
je vous invite toutes et tous, marocains et néerlandais, à développer
davantage d’actions éducatives et pédagogiques, culturelles et
interculturelles capables d’enrichir les relations entre nos deux
systèmes éducatifs.
Il est évident que des rencontres de ce type contribuent à la formation
de la jeunesse de nos pays en favorisant l’ouverture sur l’autre et en
tirant le maximum de profit que peuvent nous offrir les nouvelles
technologies en termes d’accès au savoir et aux cultures étrangères.
Nul ne peut douter que la cinquième rencontre éducative et
interculturelle Marrakech-Nimègue s’inscrit bien dans le processus de
réforme éducative adoptée par le Ministère de l’Education Nationale et
de la Formation Professionnelle. Une réforme qui fait de l’amélioration
du dispositif de formation des enseignants une de ses priorités.
Je termine ce mot de bienvenue en souhaitant à vos travaux beaucoup
de succès.
Merci mesdames et messieurs.
Allocution de la Directrice de la Faculté d’Education de
l’Université d’Enseignement Professionnel HAN à Arnhem et
Nimègue (Pays-Bas), Titia Bredée
Monsieur le directeur de l’AREF de Marrakech,
Monsieur le Directeur du Centre Néerlandais à Rabat,
Monsieur le Directeur du Centre Régional des Métiers de l’Education
et de la Formation,
Monsieur le Directeur du Centre Régional de Documentation
d’Animation et de Production Pédagogique,
Mesdames et Messieurs les professeurs, formateurs et étudiants
néerlandais et marocains,
Honorable assistance,
C’est pour moi un grand honneur d’être ici aujourd’hui pour participer
à la cinquième Conférence que nous organisons au sein de notre
partenariat. C’est ici à Marrakech nous avons signé le contrat qui nous
lie depuis 2011. Nous avons réussi à organiser quatre conférences
ensemble et à publier trois magazines qui témoignent de résultats
concrets. En novembre dernier, nous avons reçu Monsieur le Directeur
de l’académie de Marrakech et ses proches collaborateurs à Nimègue
lors de l’ouverture officielle de notre nouveau bâtiment qui abrite
depuis mai 2014 la Faculté d’Education de l’Université d’enseignement
professionnel HAN.
Les travaux riches et diversifiés que nous menons ensemble sont
essentiels pour apprendre à connaître la culture, les langues et
l’histoire de nos deux pays. Ils constituent une vraie éducation sans
frontières.
5
Au cours de nos rencontres, plusieurs équipes de professeurs et
d’étudiants ont partagé leurs connaissances. Tous les participants à
notre travail en commun ont tenu à nommer les résultats remarquables
que nous avons obtenus. Notre partenariat permet à tous d’acquérir
des connaissances culturelles qui profitent à la formation des futurs
enseignants.
Grâce à notre proche collaboration, en discutant avec leurs collègues,
les étudiants sont à même d’échanger leurs idées pédagogiques, de
les mettre en œuvre dans leur classe et de pratiquer plusieurs langues
étrangères. Ainsi, ils ont l’opportunité de comparer les tâches que les
enseignants réalisent au Maroc et aux Pays-Bas et de réfléchir aux
différences et aux similitudes du système éducatif de nos deux pays.
Aujourd’hui, nous sommes ici à Marrakech pour participer à la
cinquième Conférence. En novembre 2015, nous organiserons,
inch’llah, la sixième Conférence à Nimègue en collaboration avec les
formateurs et les étudiants marocains et néerlandais. Les deux groupes
apprendront alors à encore mieux connaître nos pays respectifs.
En intensifiant la connaissance mutuelle de nos deux pays, en
apprenant à connaître nos méthodes de recherche respectives, je
suis sûre que notre travail profitera pleinement aux formateurs et aux
futurs professeurs.
Maintenant, je voudrais remercier tous les directeurs, les formateurs
et les étudiants qui ont organisé cette cinquième Conférence. Cela a
seulement été possible avec toute l’énergie que je vois ici aujourd’hui.
Nous vous sommes très reconnaissants de la peine que vous vous êtes
donnée!
Je nous souhaite à tous une très bonne conférence.
Djamin’an min agli tarbbiya bila hudûd. Sukran !
Séance d’ouverture animée par Youssef Nait Belaid,
Directeur du Centre Régional de Documentation d’Animation
en de Production Pédagogique à l’Académie de Marrakech.
Accueil au
des Métiers
l’Education
et de la
Accueil au Centre Régional
desCentre
MétiersRégional
de l'Education
et de lade
Formation,
annexe
Mechouar
Formation, annexe Mechouar
Dames en heren,
Mot d'accueil du Directeur du CRMEF Mechouar, Abdelhafid Mellouki
Het is mij een groot genoegen u vandaag welkom te
[xxx Deze Arabische tekst op de linker pagina naast het Nederlandse welkomstwoord
Abdelhafid Mellouki
hieronder. Arabisch rechts uitgelijnd]
Mot d’accueil du Directeur du CRMEF Mechouar,
heten tijdens onze vijfde bijeenkomst, waarin wij verenigd
en herenigd onze weg van wederzijdse ontwikkeling
‫ﺍاﻟﻜﻠﻤﺔ ﺍاﻻﻓﺘﺘﺎﺣﻴﯿﺔ‬
zullen vervolgen. Een weg verweven met vriendschap,
samenwerking en saamhorigheid.
‫ﺍاﻟﺴﻴﯿﺪ ﻣﺪﻳﯾﺮ ﺍاﻷﻛﺎﺩدﻳﯾﻤﻴﯿﺔ ﺍاﻟﺠﻬﮭﻮﻳﯾﺔ ﻟﻠﺘﺮﺑﻴﯿﺔ ﻭو ﺍاﻟﺘﻜﻮﻳﯾﻦ ﻣﺮﺍاﻛﺶ ﺗﺎﻧﺴﻴﯿﻔﺖ ﺍاﻟﺤﻮﺯز‬
Deze bijeenkomst - welke voortkomt uit een unieke
.‫ﺍاﻟﺴﻴﯿﺪﺓة ﻣﺪﻳﯾﺮﺓة ﻛﻠﻴﯿﺔ ﺍاﻟﺘﺮﺑﻴﯿﺔ ﻓﻲ ﻧﻴﯿﻤﻴﯿﻐﻦ‬
samenwerking van bijna 5 jaar tussen onze
‫ ﻫﮬﮪھﻮﻟﻨﺪﺍا‬،٬‫ﺍاﻟﺴﺎﺩدﺓة ﺍاﻟﻤﻜﻮﻧﻴﯿﻦ ﺍاﻟﻜﺮﺍاﻡم ﻭوﻁطﻼﺏب ﻛﻠﻴﯿﺔ ﺍاﻟﺘﺮﺑﻴﯿﺔ ﻭوﺍاﻟﻤﻌﻬﮭﺪ ﺍاﻟﺠﺎﻣﻌﻲ ﻟﺘﻜﻮﻳﯾﻦ ﺍاﻟﻤﻌﻠﻤﻴﯿﻦ ﻟﺠﺎﻣﻌﺔ ﻫﮬﮪھﺎﻥن ﻓﻲ ﻧﻴﯿﻤﻴﯿﻐﻦ‬
gerespecteerde organisaties : CREMF Marrakech en de
Hogeschool van Arnhem en Nijmegen - staat in het teken
‫ﻣﺮﺍاﻛﺶ‬
van het samenbrengen van professionals die staan voor
‫ﺍاﻟﺴﺎﺩدﺓة ﺍاﻟﻤﻜﻮﻧﻴﯿﻦ ﺍاﻟﻜﺮﺍاﻡم ﺑﺎﻟﻤﺮﻛﺰ ﺍاﻟﺠﻬﮭﻮﻱي ﻟﻤﻬﮭﻦ ﺍاﻟﺘﺮﺑﻴﯿﺔ ﻭو ﺍاﻟﺘﻜﻮﻳﯾﻦ‬
‫ﺍاﻟﺴﻴﯿﺪ ﻣﻤﺜﻞ ﻧﻴﯿﺎﺑﺔ ﺍاﻟﺤﻮﺯز‬
de uitdagingen binnen het domein van onderwijs en
،٬‫ﺃأﻋﺰﺍاﺋﻲ ﺍاﻟﻄﻠﺒﺔ‬
ontwikkeling en biedt ruimte voor dialoog en reflectie
rondom de centrale vraag : hoe ontwikkelen wij een
solide platform waarin een educatieve, culturele en vooral
een professionele uitwisseling is belegd ten behoeve van
het nog verder verbeteren van onze dagelijkse onderwijspraktijk en het delen van kennis en opbrengsten?
Ik ben er van overtuigd dat het thema deze aandacht
verdient en het programma van vandaag uw bezoek
waard is. Daarvoor, dank ik iedereen die heeft
bijgedragen aan het mogelijk maken van deze momenten
‫ ﻧﺎﺳﺠﻴﯿﻦ ﻋﻼﻗﺎﺕت ﻟﻸﺧﻮﺓة‬،٬‫ ﻣﺘﺤﺪﻳﯾﻦ ﻣﻌﺎ ﻭو ﻣﻮﺍاﺻﻠﻴﯿﻦ ﻟﻌﻤﻠﻨﺎ ﺍاﻟﺜﻨﺎﺋﻲ ﺑﻬﮭﺪﻑف ﺍاﻟﺘﻄﻮﻳﯾﺮ ﺍاﻟﺘﺮﺑﻮﻱي ﺍاﻟﻤﻬﮭﻨﻲ‬،٬‫ﻫﮬﮪھﺎ ﻧﺤﻦ ﻧﺠﺘﻤﻊ ﻟﻠﻤﺮﺓة ﺍاﻟﺨﺎﻣﺴﺔ ﻋﻠﻰ ﺍاﻟﺘﻮﺍاﻟﻲ‬
.‫ﻭوﺍاﻟﺘﻌﺎﻭوﻥن ﻭوﺍاﻟﺘﻀﺎﻣﻦ‬
‫ﻧﺤﺪﺙث ﻣﺴﺎﺣﺔ ﻟﺘﺒﺎﺩدﻝل‬،٬.‫ ﺍاﻟﻤﺮﻛﺰ ﺍاﻟﺠﻬﮭﻮﻱي ﻣﺮﺍاﻛﺶ ﻭوﺟﺎﻣﻌﺔ ﻫﮬﮪھﺎﻥن‬: ‫ ﺳﻨﻮﺍاﺕت ﺑﻴﯿﻦ ﻣﺆﺳﺴﺘﻴﯿﻨﺎ ﺍاﻟﻌﺮﻳﯾﻘﺘﻴﯿﻦ‬5 ‫ ﺍاﻟﺬﻱي ﻳﯾﻤﺘﺪ ﻷﻛﺜﺮ ﻣﻦ‬،٬‫ﻣﻦ ﺧﻼﻝل ﻫﮬﮪھﺬﺍا ﺍاﻟﺤﺪﺙث‬
‫ ﻛﻴﯿﻒ ﻧﺼﻤﻢ ﺃأﺭرﺿﻴﯿﺔ ﺻﻠﺒﺔ‬: ‫ﺍاﻟﺨﺒﺮﺍاﺕت ﺗﺠﻤﻊ ﺷﺨﻮﺻﺎ ﻟﻬﮭﺎ ﺍاﻫﮬﮪھﺘﻤﺎﻡم ﻛﺒﻴﯿﺮ ﺑﻤﺸﺎﻛﻞ ﺍاﻟﺘﻌﻠﻴﯿﻢ ﻭوﺍاﻟﺘﺪﺭرﻳﯾﺲ ﺃأﺳﺎﺳﻬﮭﺎ ﺍاﻟﺘﻔﻜﻴﯿﺮ ﺍاﻟﻤﻨﻬﮭﺠﻲ ﺣﻮﻝل ﺍاﻟﺴﺆﺍاﻝل ﺍاﻟﻤﺮﻛﺰﻱي‬
‫ﻣﻦ ﺍاﻟﺘﺒﺎﺩدﻝل ﺍاﻟﺘﻌﻠﻴﯿﻤﻲ ﻭوﺍاﻟﺜﻘﺎﻓﻲ ﻭوﺍاﻹﻧﺴﺎﻧﻲ ﺑﺎﻟﺨﺼﻮﺹص ﻟﺘﺤﺴﻴﯿﻦ ﻣﻤﺎﺭرﺳﺎﺕت ﻣﺪﺭرﺳﺘﻨﺎ ﻭوﺗﺒﺎﺩدﻝل ﺍاﻹﻧﺠﺎﺯزﺍاﺕت ﺍاﻟﺘﻌﻠﻴﯿﻤﻴﯿﺔ ﻟﺪﻳﯾﻨﺎ؟‬
‫ﻭو ﻟﻬﮭﺬﺍا‬.‫ﺃأﻧﺎ ﺟﺪ ﻣﻘﺘﻨﻊ ﺃأﻥن ﻧﺘﺎﺝج ﻫﮬﮪھﺬﺍا ﺍاﻟﺤﺪﺙث ﺍاﻟﺬﻱي ﻧﺤﻦ ﺑﺼﺪﺩدﻩه ﺍاﻟﻴﯿﻮﻡم ﻳﯾﺴﺘﺤﻖ ﻫﮬﮪھﺬﺍا ﺍاﻟﺸﺮﻑف ﻧﻈﺮﺍا ﻟﺘﻨﻮﻉع ﺍاﻟﻤﻮﺍاﺿﻴﯿﻊ ﺍاﻟﻤﻄﺮﻭوﺣﺔ ﻟﻠﻤﻨﺎﻗﺸﺔ ﻭوﺛﺮﺍاء ﺍاﻟﺒﺮﻧﺎﻣﺞ‬
‫ ﻛﻞ ﺃأﻭوﻟﺌﻚ ﺍاﻟﺬﻳﯾﻦ ﺃأﺳﻬﮭﻤﻮﺍا ﻣﻦ ﻗﺮﻳﯾﺐ ﺃأﻭو ﺑﻌﻴﯿﺪ ﻓﻲ ﺇإﻋﺪﺍاﺩد ﺍاﻟﺪﻭوﺭرﺓة ﺍاﻟﺨﺎﻣﺴﺔ ﻟﺸﺮﺍاﻛﺘﻨﺎ ﺍاﻟﺘﺮﺑﻮﻳﯾﺔ ﺍاﻟﺜﻘﺎﻓﻴﯿﺔ ﻭو ﺍاﻟﺬﻳﯾﻦ ﻣﻜﻨﻮﻧﺎ ﻣﻦ ﻋﻴﯿﺶ ﻫﮬﮪھﺬﻩه‬،٬‫ﺃأﺷﻜﺮ‬
.‫ﺍاﻟﻠﺤﻈﺎﺕت ﻭوﺍاﻟﺘﻌﻠﻢ ﺍاﻟﻤﺘﺒﺎﺩدﻝل ﺍاﻻﺳﺘﺮﺍاﺗﻴﯿﺠﻲ‬
waarin wederzijdse kennisdeling centraal staat.
.‫ﺃأﺗﻤﻨﻰ ﻟﻜﻢ ﺍاﻟﺘﻮﻓﻴﯿﻖ ﻓﻲ ﻋﻤﻠﻜﻢ ﺍاﻟﻤﻤﺘﺎﺯز‬
Ik wens u allen een inspirerende bijeenkomst toe en dank
،٬‫ﺷﻜﺮﺍا ﻋﻠﻰ ﺣﺴﻦ ﺍاﻧﺘﺒﺎﻫﮬﮪھﻜﻢ‬
u voor uw inzet.
‫ﻋﺒﺪ ﺍاﻟﺤﻔﻴﯿﻆ ﻣﻠﻮﻛﻲ ﻣﺪﻳﯾﺮ ﺍاﻟﻔﺮﻉع ﺍاﻻﻗﻠﻴﯿﻤﻲ ﻟﻠﻤﺮﻛﺰ ﺍاﻟﺠﻬﮭﻮﻱي ﻟﻤﻬﮭﻦ ﺍاﻟﺘﺮﺑﻴﯿﺔ ﻭو ﺍاﻟﺘﻜﻮﻳﯾﻦ ﻣﺮﺍاﻛﺶ‬
Traduit de l’arabe par Monaim Benrida
[xxx Deze tekst hier onder dus naast het Arabisch op de tegenoverliggende pagina]
Dames en heren,
Het is mij een groot genoegen u vandaag welkom te heten tijdens onze vijfde bijeenkomst, waarin wij
verenigd en herenigd onze weg van wederzijdse ontwikkeling zullen vervolgen. Een weg verweven
6
PREMIÈRE
COMMUNICATION
«Community service learning and teaching, the
experience of the English department »
Abdelatif Laklida
Objectives
Profile: awareness of what, how; and why +
[Service-learning requires]…linking the curriculum to community needs
and engaging students in direct, academically based problem solving
on social issues (p. 74)…The goals of socially responsive knowledge are
as follows: first, to educate students about the problems of society;
second, to have them experience and understand social issues in
their communities first-hand; and third, and most important, to give
students the experience and skills to act on social problems… (Altman,
1996, p. 374–375).
-- The civic-minded graduate:
-- Academic knowledge (pedagogical and didactic), volunteering
opportunities, NGOs and governmental organisations,
contemporary social issues…
-- Skills: technical skills for the job, listening and communication
skills, diversity skills, self-efficacy, and behavioural intentions
for civic behaviour…
-- Values: respect, honesty, engagement, integrity...
-- Predisposition
Among the objectives of teacher education
-- Fostering professionalism, innovation and mutual support
-- Encouraging sensitivity and awareness about the culture of
human rights, citizenship, and different social, economic and
political issues, and
-- Promoting democratic values in management and decision
making through true participation and empowerment,
responsibility, transparency and accountability.
Cochran-Smith writes:
‘A new consensus has emerged that teacher quality is one of the
most, if not the most, significant factor in students’ achievement and
educational improvement.” (2004a, p.3).
Good news? Or bad news?
At the same time, there is general agreement that the system is
dysfunctional and unyielding (reports by national and international
organisations, royal speeches, speeches by various ministers, media…).
Which paradigm?
- The Critical paradigm is our answer
- A different view from the ‘practice-theory-practice’ paradigm
Advocacy for a new paradigm
Teacher training
Teacher development/learning
Do things right
Do the right things
Receptive
Creative and innovative
IndividualsCommunity
Implementers
Construct information and knowledge
Dependent, docile
Critical and reflective
and tractable
Goal-orientedDistinguish ends from goals and
from consequences of schooling
One way is action research
-- The reflective language teacher leads an organized and ongoing
search for classroom solutions and professional insight.
-- It aims to help people to investigate reality in order to
change it.
-- It is a social — and educational — process […] directed towards
studying, reframing, and reconstructing practices which are, by
their very nature, social. Kemmis and Wilkinson (1998)
Carr and Kemmis write:
‘“Self-reflective enquiry” [is] undertaken by participants in order to
improve the rationality and justice of their own social or educational
practices as well as their understanding of these practices and the
situations in which these practices are carried out.” (1986, p.220).
This is one of the best ways to set a project of continuous reform based
COMMUNICATIONS
on practical, scientific, and reflective knowledge, with the participation
of different stakeholders.
Participatory Action Research (PAR)
PAR is a social process. It is:
-- Practical and collaborative
-- Emancipatory
-- Critical
-- Recursive (reflexive, dialectical)
Some questions to ask about PAR (Kemmis and Wilkinson,
1998):
1.How does the project design follow the Lewinian spiral of cycles of
self-reflection (at least in broad terms)?
2.How does the project aim to improve:
a.Practices
b.Practitioners’ understandings of their practices
c. The situations in which the practices are carried out
3. How does the project aim to involve:
a.Those whose action constitutes a practice
b.Those affected by the practice
4.How can the project be described as a social process?
5.How can the project be described as participatory? How does it
engage people in examining their knowledge (understandings, skills
and values) and interpretative categories (the ways they interpret
themselves and their action in the social and material worlds)?
6.How can the project be described as practical and collaborative?
How does it engage people in examining the acts which link them
with others in social interaction?
7.How can the project be described as emancipatory? How does it aim
to help people recover and release themselves from the constraints
of irrational, unproductive, unjust and unsatisfying social structures
which limit their self-development and self-determination?
8.How can the project be described as critical? How does it aim to
help people recover and release themselves form the constraints
embedded in the social media through which they interact:
their language (discourses), their modes of work and the social
relationships of power (in which they experience affiliation and
difference, inclusion and exclusion, etc.)?
9.How can the project be described as recursive (reflexive,
dialectical)? How does it aim to help people investigate reality in
order to change it, and to change reality in order to investigate
it – in particular by changing their practices in a deliberate social
process designed to help them learn more about (and theorise) their
practices, their knowledge of their practices, the social structures
which constrain their practices and the social media in which their
practices are expressed and realised?
10. Which aspects of the project consider practice from a
a.Subjective or
b.Objective or
c. Reflexive-dialectical perspective involving both?
11. What aspects of the project consider practice from
a.An individual
b.Social or
c. Reflexive-dialectical perspective involving both?
Reality?
-- A training course that stifles any creativity or innovation and
is unpredictable
-- Too much time wasted in ‘planning’ (trying to implement the
instructions) and re-planning
-- Trainee teachers have very little access to pupils
-- Very little freedom for innovation and adventure (do it the
way I do it)
-- Learners are constrained by time and the syllabus
-- Difficult to initiate new practices in the same conditions with
the same learners within the same groupings
-- A lack of clear PAR goals for trainee teachers and teacher
educators
8
A suggestion for better conditions: CSL/T
Definition from Bringle and Hatcher:
‘…course-based, credit-bearing educational experience in which
students (a) participate in an organized service activity that meets
identified community needs and (b) reflect on the service activity
in such a way as to gain further understanding of course content, a
broader appreciation of the discipline, and an enhanced sense of civic
responsibility.’ (1995, p. 112)
‘[Service-learning requires]…linking the curriculum to community
needs and engaging students in direct, academically based problem
solving on social issues (p. 74)…The goal of socially responsive
knowledge is as follows: first, to educate students in the problems
of society; second, have them experience and understand first-hand
social issues in their communities; and third, and most important,
give students the experience and skills to act on social problems…’ (p.
374–375)
Distance
Education
Research
Site
Community
ENGAGEMENT
Teaching
Research
Service
Service
Learning
Professional
Community
Service
Participatory
Action
Research
Service Learning and Community Engagement: A Comparison of Three
National Contexts by Thomson, Smith-Tolken, Naidoo, and Bringle
(2010, p. 231)
Some guiding principles:
1. We plan
2. We learn
3. We reflect
4.We trust
5. We hope
6.We care
Reflection and partnership are essential elements of CSL.
Change, assertiveness and agency are its major goals.
Empirical evidence in favor of CSL
-- The most common student outcome from service learning
is an improvement in attitudes centering around social
responsibility … such as social awareness or consciousness,
empathy, community-oriented moral obligations, social
justice, respect for diversity, and reduction in racism. These
attitudes appear to be maintained for years after graduation.
(Fenzel and Peyrot 2005).
-- An enhancement in self-efficacy for community service.
-- An increase in plans for future community service (e.g.
Moely et al. 2002) and a greater likelihood of post-college
involvement in service and service-related careers.
-- Enhanced learning of core course content (Reeb et al. 1999),
higher academic achievement as measured by multiple
indexes (Gray et al. 1996), as well as a capacity to view
phenomenon from multiple perspectives and to apply
knowledge developed in one setting to other settings.
-- Development of a number of competencies or skills such as
team building, leadership, conflict resolution, communication,
organisation and time-management.
-- Improved wellness in the community.
Overlap
Both aim at change
Both aim at improvement
Both result in better understanding and insight
Both are collaborative and participatory
Both are based on critical and emancipatory principles
Both are social processes
Overall, they have similar means, similar ends and similar backgrounds
COMMUNICATIONS
9
Our hopes
Select pupils at risks in English (to start with). Then analyse their needs
and learn their preferences.
Plan an English course following steps suggested in the literature.
Reflect with pupils, teachers, administrators and parents on a regular
basis. Respond positively to the reflections made, aiming at improving
the outcomes.
Involve other departments (some colleagues from the French
department have already started thinking about it).
We drafted the partnership
Better conditions for
-- Needs assessment
-- Negotiating timing, materials, procedures, etc. with the
beneficiaries and other partners
-- Reconsidering plans
-- Reflecting with different partners
-- Trying different materials, procedures, techniques, etc.
-- Responding to the beneficiaries’ requirements
-- More freedom for flexibility, adventure, repair, amendments,
etc.
What we did as a department
We collected and shared references, reports and studies about CSL.
We attended a number of meetings and workshops to discuss, share
and consider feasibility.
We organised a conference for teacher educators and trainee teachers.
We facilitated a number of workshops for trainee teachers, in addition
to discussions (as many were worried).
We visited several high schools and met with the administrative
staff, boards of pupils’ parents and tutors and teachers (together
with trainee teachers). The majority of schools were in rural areas or
disadvantaged urban areas (Tamaslouht, Taseltanet, Doha-Mhamid,
High schools with campuses…).
Agreement
We tried to involve different partners as much as possible. Almost ALL
the headmasters and boards of parents and tutors agreed to support
the project. We tried to meet most of the English teachers in those
schools who showed enough enthusiasm. All that was needed was a
formal procedure: a document in the form of a partnership.
I went to four of the agreed-upon schools and shared the draft
partnership agreement with them; they agreed.
I gave a copy to the director of CRMEF. After a couple of weeks, we saw
him; he had a few comments about who has the right to sign. After the
February vacations, we visited him and had a short discussion about it.
He let us know that the ministry has a booklet about how to formulate
a partnership.
A friend rewrote the draft to meet the director’s requirements. After
one week, we sent him an email asking for an immediate response as
we were under time pressure.
We received an email in which he informed us that he had sent the
copy to the AREF-M, and he made some comments again.
Then I met Mr …, who informed me that they made some comments
and sent them to the director; so far, no news!
Students need to do action research
And they insist on engaging in community service learning.
Last week, they informed me that some schools are ready to allow us
Students
to do
action
research CLANDESTINE COMMUNITY SERVICE
to workneed
with
their
students:
And they insist on engaging in community service learning.
Last
week, they informed
that some schools
are ready RESEARCH
to allow us to work with their students:
LEARNING
AND me
SMUGGLED
ACTION
CLANDESTINE COMMUNITY SERVICE LEARNING AND SMUGGLED ACTION RESEARCH
،٬ ُ‫ ﺍاﻝلﺏبﺡحﻭوﺙث ﻝلﺕتﻥنﻭوﻱيﻉع ﺍاﻝلﻝلﺍاﺯزﻡمﺓة ﺍاﻝلﺕتﺭرﺕتﻱيﺏبﺍاﺕت ﺃأﺥخﺫذ ﻡمﻥنﻙكﻡم ﺃأﻁطﻠﺏب‬،٬‫ﺍاﻝلﻡمﺕتﺹصﻝلﺓة ﺕتﻝلﻙك ﻍغﻱيﺭر ﺃأﺥخﺭرﻯى ﺍاﻕقﺕتﺭرﺍاﺡحﺍاﺕت ﺏبﺕتﻕقﺩدﻱيﻡم ﻭوﺫذﻝلﻙك ﺍاﻝلﺕتﺩدﺥخﻝلﻱيﺓة‬
‫ ﺍاﻗﺗﺭرﺍاﺣﺎ ً ﻱيﻙكﻭوﻥن ﻝلﺍا ﺡحﺕتﻯى "ﺍاﻝلﻡمﺕتﻉعﺙثﺭرﻱيﻥن ﺍاﻝلﺕتﻝلﺍاﻡمﻱيﺫذ ﺩدﻉعﻡم ﻡمﺵشﺭرﻭوﻉع" ﺏب‬،٬‫ ﺟﺎﻫﮬﮪھﺯزﺍاً ﻝلﻱيﺱس ﻭوﻝلﺃأﻥنﻩه ﻭوﺡحﻱيﺩدﺍا‬،٬ُ‫ﻍغﻱيﺭر ﻡمﻥن ﻝلﺃأﻥنﻩه ﻭوﺃأﻳﯾﺿﺎ ً ﺑﻌﺩد‬
‫ﻣﺗﺩدﺭرﺑﺎ ً ﺍاًﺃأﺱسﺕتﺍاﺫذ ﺕتﺱسﻉعﻱيﻥن ﻡمﻥن( ﺏبﺃأﻙكﻡمﻝلﻩه ﻑفﻭوﺝج ﻉعﻝلﻯى ﻡمﺵشﺭرﻭوﻉع ﺕتﺝجﺭرﻱيﺏب ﺍاﻝلﻡمﺱسﺕتﺱسﺍاﻍغ‬
STLUSER
I have tried to share some details with you. I cannot pretend that I am objective and I don’t want to be
objective anyway, though I am not expressing my feelings. Sharing this experience is an invitation to
reflect on how to make it work next time, and is an invitation to make it a project for CRMEF (in fact,
the draft of the partnership was open to all levels and all departments and was planned for two years).
The faculty felt that they were shut down and, as a result, were drained physically, emotionally and
intellectually.
STLUSER
I have tried to share some details with you. I cannot pretend that I
am objective and I don’t want to be objective anyway, though I am
not expressing my feelings. Sharing this experience is an invitation to
reflect on how to make it work next time, and is an invitation to make
it a project for CRMEF (in fact, the draft of the partnership was open to
all levels and all departments and was planned for two years).
The faculty felt that they were shut down and, as a result, were drained
physically, emotionally and intellectually.
10
DEUXIÈME
COMMUNICATION
«Comment créer un espace afin de favoriser les
recherches-action Maroc - Pays-Bas? »
Françoise Lucas
Depuis 2008, les formateurs et étudiants de la Faculté dÉducation de
lÚniversité dénseignement professionnel Han visitent régulièrement
Marrakech et la région du Haouz pour des échanges culturels. En 2009,
la Faculté dÉducation, l’Académie de Marrakech et la région du Haouz
ont cherché à donner à ces visites un sens allant au-delà de voyages
culturels à dominante touristique.
Rapidement, nous avons donc mis en œuvre un partenariat ayant pour
but le partage de connaissances non seulement culturelles mais aussi
éducatives. En mai 2010, nous avons organisé la première conférence
éducative au sein de notre partenariat. Les communications plénières
et les ateliers organisés par les étudiants et les formateurs marocains
et néerlandais nous ont permis d’apprendre à nous connaître et
à connaître le système éducatif de nos deux pays. Cette première
conférence a formé un tremplin pour faire de la recherche ensemble.
En 2011, nous avons cherché des voies pour donner un cadre à nos
projets de recherche. Nous avons tenté de concrétiser nos idées en
mettant en place un plan d’action comportant un éventail de domaines
: recherche-action, didactique des langues, sciences de l’éducation,
genre et diversité, nouveaux médias.
Des fiches action rédigées par des binômes de formateurs marocains
et néerlandais nous permettaient de cibler les divers aspects attachés
à ces sujets. Les partenaires marocains et néerlandais ont tenté de
rédiger des fiches action ensemble afin de travailler en commun sur des
sujets appartenant aux domaines cités plus haut. Ainsi, dans le cadre
de la didactique des langues, un échange portant sur l’enseignement
de la grammaire a été mis en place par deux collègues, l’un travaillant
au Maroc, l’autre aux Pays-Bas. Malheureusement, la concrétisation des
sujets appartenant à d’autres domaines a difficilement vu le jour.
En revanche, dans le cadre de notre partenariat, les conférences que
nous organisons ensemble à Marrakech et à partir de novembre 2015
à Nimègue, se couronnent à chaque fois de succès. Les objectifs que
nous nous sommes fixés dès le départ, apprendre les uns des autres,
apprendre ensemble, trouvent leurs ressources dans les conférences
plénières mais surtout dans les ateliers que les étudiants et les
formateurs marocains et néerlandais animent chaque année.
Afin de faire justice à cette énergie d’apprentissage que nous
observons tous les ans au cours de nos conférences, afin de faire aussi
justice aux liens d’amitiés entre formateurs et étudiants marocains et
néerlandais qui se sont créés et qui continuent de se développer au
fil des ans, j’ai cherché à mettre en place un cadre allant au-delà de la
création de fiches action tel que nous avons tenté de le faire en 2011.
Pour ce faire, je me suis tournée vers l’ouvrage de la neuro-pédagogue
Hélène Trocmé-Fabre. Cet ouvrage, intitulé Réinventer le Métier
d’Apprendre (1999), propose le concept « d’habiter en apprenance ». J’y
reviendrai plus tard. Pour Trocmé-Fabre, tout apprentissage s’effectue
dans l’espace et le temps. Selon ce concept, apprendre n’est pas limité
par des frontières géographiques, mais engage tout l’être vivant.
Pour Trocmé-Fabre apprendre est un « métier ». Elle rapproche
ces deux concepts, métier et apprendre, car on peut leur associer
les mêmes mots, par exemple, aptitude, autonomie, compétence,
connaissance, enseigner, parcours, savoir, savoir-faire, transfert.
Or les ateliers que nous organisons chaque année et qui servent de
tremplin à notre projet d’apprendre ensemble répondent aussi de ces
deux concepts. Dans le parcours que nous effectuons tous les ans,
nous gagnons en connaissance, en compétence, en savoir-faire. Notre
conférence est un « lieu de pratique » qui engage une dynamique
au cours de laquelle le transfert des aptitudes, des connaissances
s’effectue. En outre, en s’échelonnant dans le temps et dans la durée,
en impliquant divers acteurs (formateurs et étudiants) de plusieurs
cultures, nos rencontres questionnent aussi le métier d’enseignant tel
qu’on le conçoit souvent.
Traditionnellement enseigner veut dire transmettre des connaissances,
les acquérir, les évaluer. Dans ce sens, seul l’enseignant a un métier.
Par contre, si l’on parle du « métier d’apprendre », l’on se dirige vers
COMMUNICATIONS
un parcours en boucle qui permet à tous, enseignant et apprenant, de
devenir acteur de son processus d’apprentissage. Car on n’apprend pas
seul. Pour apprendre, « il faut être relié à un contexte physique, social,
affectif, cognitif. » (Trocmé-Fabre, 1999, p. 92) Ainsi, apprendre répond
selon Trocmé-Fabre aux « lois de la vie ».
En réponse à la notion « d’apprendre à apprendre » qui s’est propagée
les dernières années dans le monde éducatif, elle propose la notion de
« savoir-apprendre ». Cette notion se réfère à un référentiel cognitif
qui prend en compte le physique, le social et l’affectif, aspects qui
ne sont pas nécessairement nommés dans la notion « d’apprendre à
apprendre ».
L’objectif du concept de référentiel cognitif est double. Il permet de
clarifier les liens qui guident nos capacités cognitives et il permet
de structurer l’éducatif sur les lois de la vie. En effet, apprendre ou
“habiter en apprenance”, selon la formulation qu’emploie Trocmé-Fabre
pour situer les actes d’apprentissages dans la durée, “met en oeuvre
des capacités de perception, mémorisation, intégration, organisation,
structuration et re-structuration, mise en relation, mise en images,
formulation et expression...”. “Ces capacités s’inscrivent dans la logique
du vivant, dans la quête de sens qui est au cœur du vivant.” (TrocméFabre, 1999, p. 92)
Pour relier ces propositions à la notion de savoir-apprendre, TrocméFabre, se basant sur les recherches effectuées en neurologie et en
sciences cognitives, propose 10 actes cognitifs de base. Ces 10 actes
sont représentés sur l’arbre du savoir-apprendre. Ils correspondent aux
besoins de l’être humain qui, dès la naissance est doué d’un potentiel
d’apprentissage, d’adaptation, d’organisation.
Ces dix actes cognitifs sont représentés par des verbes : contextualiser,
reconnaître, organiser, ancrer, choisir, innover, échanger, comprendre,
intégrer, communiquer.
Ces mots-clés marquent les étapes que nous franchissons lorsque nous
apprenons en interaction avec l’environnement dans lequel on évolue.
A ces 10 actes correspondent 10 aptitudes de bases qui sont des savoirfaire qui s’inscrivent dans notre histoire culturelle et biographique,
et qui demandent à être actualisés dans notre relation à notre
environnement, à soi et aux autres. Il s’agit de savoir découvrir,
reconnaître la complexité des phénomènes d’apprentissage pour
évoluer, de savoir organiser, c’est à dire de créer des connexions, des
réseaux mais aussi des habitudes, de savoir ancrer, c’est à dire savoir
interpréter et créer du sens en faisant jouer “nos mémoires, nos
émotions, nos rêves, nos désirs et nos attentes” afin que pour chacun
ils fassent émerger du sens (Trocmé-Fabre, 1999, p. 99). Il faut aussi
savoir choisir, savoir innover, savoir échanger, savoir comprendre,
savoir intégrer et savoir communiquer.
Il me semble que l’entreprise que nous avons amorcée ensemble en
2008 - 2009 et qui se poursuit jusqu’au jour d’aujourd’hui répond de
la notion du savoir-apprendre telle qu’elle est élaborée par Hélène
Trocmé-Fabre. Il s’agit maintenant de savoir si les concepts de savoirapprendre, d’apprenance et de référentiel cognitif pourraient nous
aider à donner un nouvel élan aux recherches-action que nous avons
entreprises et que nous continuons à entreprendre. Il va sans dire que
les propositions que je viens de vous exposer ne sont encore qu’une
ébauche d’un travail que l’on pourrait élaborer ensemble. Les objectifs
que nous nous sommes fixés pourraient ainsi bien s’inscrire dans le
métier d’apprendre.
Pourrions-nous créer un espace d’apprenance est la question qui se
pose au terme de mon exposé?
Merci beaucoup de votre attention.
Sukran bezzaf.
12
ATELIER 1
«From culture shock to cultural
understanding »
Students
Mohamed Abouhachni,
Lamiae Fadili, Nadia Outcoumit
and Khalid Taouil
Teacher
Tourya Saada
Plan
1. Sketch
Setting: the ambassador’s birthday party
Characters: people from America, India, Japan, Kuwait and Morocco
Narrator: setting the scene for the act
2.Recounting experiences
The participants relate to the theme of the sketch and share
situations where they faced embarrassing culture-bound situations
and how they dealt with them.
3.Culture Slot
Situation 1: Dutch serving Moroccan tea
Situation 2: Moroccan eating a sandwich the Dutch way
4.Scenarios
5.PowerPoint presentation
Culture shock: definition and stages
6.Wrap up
Guided discussion: questions + feedback
Scenarios
Objectives
Discuss how a lack of cross-cultural awareness can lead to
misunderstanding and cause a communication breakdown.
•• Recognise some aspects of both Moroccan and Dutch cultures.
•• Identify some misconceptions that exist in both Moroccan and
Dutch cultures.
•• Discuss ways to overcome situations of culture shock.
••
Synopsis
This workshop aims at ensuring that participants develop basic crosscultural awareness of aspects of both Moroccan and Dutch cultures. It
is also an attempt to investigate some stereotypes and misconceptions
in both cultures, and to highlight the fact that insufficient knowledge of
the other’s culture hampers effective communication, causes cultural
misunderstanding and sometimes causes a total communication
breakdown even though a considerable amount of language
proficiency is present.
Scenario #1:
On your first visit to Morocco, you bought a hand-made local carpet for
5000 MAD. Your Moroccan friend liked it very much and wanted to buy
one as well. The next day, you went together to the traditional shops in
downtown Marrakesh so that your friend could buy his/her carpet. To
your surprise, he/she could have it for only 2000 MAD just because he/
she bargained down the price! You did not know that you could bargain
about price of an object that has a price tag on it!
How would you feel? And Why ?
What would you do? What would you say?
Scenario #2:
You are keen to discover other cultures and learn more about their
religions. When you last visited Morocco, you went to see the great
Hassan II Mosque in Casablanca with your Moroccan friends. It was an
opportunity for you to discover Islamic, Berber and Arab architecture.
When one of your Moroccan friends visits the Netherlands, you take
them to see the Westerkerk in Amsterdam. Surprisingly, your friend
refuses to go inside the church, arguing that he cannot because he is
Muslim.
How would you react to that?
What arguments would you use?
ATELIERS
Scenario #3:
On a Saturday night out, you are having fun with some friends from the
Netherlands and Morocco. You have dinner together and go to party in
a nice club. After leaving the club early, you decide to go to the beach
for the rest of the night. On the beach, your friends build a fire and
sit down for a drink and to tell stories. A Moroccan friend offers you
some marijuana, but you politely decline it. Your Moroccan friend is a
bit surprised and provokingly says: ‘Come on! You are from Amsterdam,
aren’t you?’
How would you react to that situation?
What would you do or say to clear up that misconception?
Scenario #4:
You are new in the neighbourhood so one of your neighbours invites
you for dinner. You show up on their doorstep with two more people
(your roommates). In the host family’s culture, unexpected guests are
rarely, not to say never, welcome.
How would you deal with it on your part?
If you were the host, how would react? Why?
Suppose you found a way to get the three of you inside the house and
the host serves you steak for dinner. However, one of your roommates
happens to be Hindu and he/she, feeling insulted, starts criticising and
acting weird. Eventually the host family feels offended as well.
How would you handle this situation?
Scenario #5:
To celebrate your presence in their village, your Moroccan host family
plans a large gathering a few days after your arrival. Your host family
works throughout the day to prepare a banquet for the celebration.
When you arrive, your host mom invites you to be the first to eat and
she points you towards a popular dish of beef entrails. However, you
feel slightly nauseated by that dish in particular.
How can you handle the situation without potentially offending
her?
Scenario #6:
Your Moroccan friend invites you to come to Morocco for vacation.
However, on the day you arrive, his friend who is an Imam (Muslim
religious leader) calls and invites him to attend a Muslim community
meeting. He doesn’t want to leave you alone at home because this
would be impolite in the Moroccan culture, so he decides to take you
with him to the meeting where they are going to discuss matters
related to Islam and Muslims. Suppose you decide to go with him.
When you arrive there, the Imam comes to you and starts talking with
you to try to convince you to convert to Islam.
What would be your reaction?
What would you say to the Imam to keep from offending him?
PowerPoint
What can you bring to culture shock?
Stage 1 The honeymoon
•• Positive mindset
•• High expectations
•• A romanticised view about the new culture
Stage 2 Culture shock sets in
•• The novelty starts to wear off
•• One begins to criticise the country: ‘these people’
Stage 3 Recovery stage
•• Understanding of the local culture deepens
•• Stage 4 Adjustment stage
•• Feeling at home
•• Enjoy living in the foreign country
Wrap up
1. What did you get from this workshop in terms of culture?
2.Did you have any misconceptions about the other culture before
coming to this workshop? What were they?
3.How would you implement what you experienced today the next
time you travel abroad?
4.What were your expectations when you first saw the title of this
workshop?
5.These are the objectives of this workshop; to what extent did they
match your expectations?
6.Discuss how a lack of cross-cultural awareness can lead to
misunderstanding and cause a communication breakdown.
7. Recognise some aspects of both Moroccan and Dutch cultures.
8.Identify some misconceptions that exist in both Moroccan and
Dutch cultures.
9.Discuss ways to overcome situations of culture shock.
10. To what extent could this workshop affect your teaching practices?
14
ATELIER 2
«Grasping meaning »
Students
Rudi Holleboom, Ruben de Leeuw
and Melissa Leijser
Teacher
Daniel Gibb
Table of Contents
---------
Goals
Background of the model
Phase 1: priming
Phase 2: meaning
Phase 3: honing
Phase 4: testing
Conclusion
Questions
What is the subject?
Our workshop is about teaching and learning vocabulary.
We will explain the Dutch ‘VSCC’ (PMHT) model to you: priming,
meaning, honing and testing.
Why did we choose this subject?
Instruction VSCC model
In the Dutch language, we use Neuner’s model (from reception to
production) to teach some English, Dutch and Moroccan words. The
model consists of four phases. During our workshop, we will address
all four phases. But first I will explain the meaning and didactics of the
four phases. At the end of our workshop, we will ask you which phase
of Neuner’s model you have recognised. Bossers, Kuiken and Vermeer
said that the context of words is an important connecting factor for
teaching vocabulary. It is also important that you teach words in a
network, so students can easily understand their meaning.
Neuner’s model (from reception to production) distinguishes between
the following four phases:
-- In the first the brain will be prepared to learn new words. The
teacher will pronounce the new words or show a short movie
in which they appear. At the end of this phase, students can
state which words they are going to learn. The teacher has to
pronounce the words and the students only have to repeat
them, so that they can use the words in many contexts.
-- In the second phase of Neuner’s model the meanings of the
words will be explained. The way in which words are taught
is important for remembering them: it is very important
to teach new words in a context. One way to teach a new
word is to show a picture that illustrates it. The student sees
a relationship between the word and its concept. It is very
important to pay attention to the different properties of a
word: phonetics, spelling, syntax, etc. It is very effective to
relate the words to other languages. In our workshop, we will
teach you the same word in three languages: Dutch, English
and Moroccan. It is easier to learn a word in three languages,
because you can see relationships between them.
-- The third phase of Neuner’s model is consolidating, in which
students practice the new words. This is when the students
recognise the words in different contexts. Neuner’s theory
is that a student has to use a word seven times before he
knows it. In this phase, repeating and labelling the words
are important. The teacher has to prepare exercises in which
the new words appear. You can think of a reading text or a
ATELIERS
listening task. The teacher also has to think about the goals
he wants achieve with the students: the exercises have to
connect with the goals. Neuner’s model is based on the idea
that vocabulary works from reception to production. The idea
is that a student has to know a word before he can use it.
-- The last phase of Neuner’s model is checking, in which the
teacher checks whether the student knows a word and its
label. There are various ways to check the understanding of
a word: you can use a gap text in which students fill in the
blanks, or use a reading text or listening task to check the
understanding and meaning of the new words.
In our workshop, we will use the follow didactics:
-- In the first phase, we will pronounce a new word and pay
attention to its spelling, etc.
-- In the second phase, we will show pictures of the new words.
-- In the third phase, we will play the game Memory in groups to
practice the new words.
-- In the last phase we will play the game ‘Petje Op-Petje Af’ to
check the understanding and meaning of the new words.
Mr. Cop says that Neuner’s VSCC model is an effective way to teach
and learn new words. But it’s very important to think about the
goal the students need to achieve. Do you think it is important to
learn many words or do you think it is more important to know a lot
about one word (you have to think about the spelling, etc.). It is very
important to think about this question, because the steps you have to
15
take depend on the goals you want to achieve.
In his literature, Filpiak gives advice about teaching words. Vocabulary
is important for reading and listening. You have to know words to
understand listening and reading tasks. It is important to work with
authentic texts in which the meaning of the words is clear.
Goals
-- The students know the Dutch VSCC model and can explain it
in their own words.
-- The students know the four phases of this model (priming,
meaning, honing and testing) and can explain them in their
own words.
-- The students can explain a word using this model.
-- The students can recognise elements of this model in
instructions from other people.
Instructions
-----
What is vocabulary and why should we pay attention to it?
What is the Dutch VSCC model?
Which phases can be distinguished in this model?
We will show you a few words in Dutch, English and Moroccan
Arabic.
-- We will give you some information about each word (spelling,
syntax, etc.).
16
Word 1
Word 2
Word 3
Language
Word
Language
Word
Language
Word
Dutch
Fiets
Dutch
Kaas
Dutch
Leraar
English
Bicycle
English
Cheese
English
Teacher
Moroccan
Bissiklet
Moroccan
Zjubna
Moroccan
Mu ellim
French
Vélo
French
Fromage
French
Professeur
Word 4
Word 5
Word 6
Language
Word
Language
Word
Language
Word
Dutch
Huiswerk
Dutch
Bloem
Dutch
Film
English
Homework
English
Flower
English
Film
Moroccan
Tamarin
Moroccan
Warda
Moroccan
Film
French
Devoirs
French
Fleur
French
Film
Word 7
Language
Word
Dutch
Melk
English
Milk
Moroccan
Hlib
French
Lait
We will show you the words in
combination with a picture.
Try to remember the
combination of the word and
the concept.
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18
Question 5
What do you see in the following picture?
-- Petje op (hat on): leraar
-- Petje af (hat off): huiswerk
Instructions
Instructions
What?
Play the memory game. Look
for the same word in different
languages.
How?
In groups of four.
Time?
15 minutes
Questions?
Ask one of the three teachers.
Finished?
Learn the words. You can use
paper to write them down.
Results?
We will test if the words have
been understood in the next
phase.
In this phase, we will test your understanding of the words and the
concepts.
We will show you a picture.
We will play ‘Petje Op- Petje Af’.
Question 6
Which row is not correct?
-- Petje op (hat on): melk, milk, hlib, lait
-- Petje af (hat off): melk, cheese, jubna, fromage
Question 7
What is the Dutch word for the French word fleur?
-- Petje op (hat on): fiets
-- Petje af (hat off): bloem
Question 8
Which Dutch word is missing in the following row: homework, tamarin,
devoirs
-- Petje op (hat on): kaas
-- Petje af (hat off): huiswerk
Question 9
What do you see in the following picture?
- Petje op (hat on): fiets
- Petje af (hat off): bloem
Question 10
What is the French word for the Dutch word huiswerk?
- Petje op (hat on): fromage
- Petje af (hat off): devoirs
The winner is the person who remains standing at the end of the game.
Final question
Question 1
What is the Moroccan word for cheese?
-- Petje op (hat on): hlib
-- Petje af (hat off): ẑjubna
Question 2
What is the Dutch word for the Moroccan word Warda?
-- Petje op (hat on): bloem
-- Petje af (hat off): film
Question 3
What is the Dutch word for the English word teacher?
-- Petje op (hat on): leraar
-- Petje af (hat off): film
How many primary schools do you think we have in the Netherlands?
Reflection
-- What did you recognise about vocabulary in our workshop?
-- What did you learn about learning and teaching vocabulary?
-- Do you think the Dutch VSCC model is an effective way to
teach vocabulary? If so, why?
Checking goals
-- What are the principles of this model?
-- In your own words, describe what the different phases
involve.
-- What was involved in the ‘testing’ phase?
Statement
Question 4
Which row is not correct?
-- Petje op (hat on): fiets- bicycle- bissiklet
-- Petje af (hat off): friet- bicycle- bissiklet
-- I will use this model in my lessons.
-- Give your opinion about this statement. Also mention why
you would or would not want to use this model.
ATELIERS
20
ATELIER 3
«Activité de communication
en classe de langue :
de la planification à
l’opérationnalisation »
Professeur
Abdelaziz Boukroun
Objectifs :
Présentation et consignes
A partir d’un court métrage, concevoir une séquence didactique et ce
en déterminant les activités de communication et en les articulant de
façon harmonieuse et cohérente.
Document support : Mauvaise plaisanterie
Consignes :
•Regardez le documentaire, soyez attentifs au déroulement des
événements et à la succession des séquences cinématographiques.
•Elaborer une séquence didactique des activités d’enseignement /
apprentissage afin de développer la compétence communicative
chez l’apprenant.
•Elaborer une fiche pédagogique pour une activité de communication :
Compréhension orale, expression orale ou production écrite.
Modalités du travail :
•Explication des tâches à effectuer
•Présentation du document audio-visuel
•Constitution d’ateliers : trois ateliers mixtes
(Hollandais et Marocains)
•Travaux collectifs
•Partage
•Synthèse des travaux
Travaux d’ateliers
Synthèse
•Les travaux des ateliers se sont déroulés dans un climat convivial
et serein.
•Les productions réalisées par les ateliers reflètent bien le degré de
maitrise de la planification didactique séquentielle et de la séance.
•Au sein des ateliers, a régné l’échange et la coopération
pédagogique.
• L’expérience est très positive et enrichissante.
ATELIERS
22
ATELIER 4
«Children’s right to education »
Teachers
Bea Bisseling and
Mirjam van Gemert
7.Your friend’s parents divorced last year. Now his mother won’t let
him see his father anymore, or even his grandparents. He really
misses his dad.
8.There is a girl in your class who can never play after school and
has no time to study because she has to take care of her younger
brothers and sisters.
9.A boy in your class refuses to help clean up after lunch because he
says, ‘Cleaning up is a girl’s job’!
10.The boys at your school have a soccer team and lots of other sports
clubs after school, but the girls don’t have any.
Answers to the cases: Children’s rights cards
Article 18
‘Governments must do everything they can to protect and care for
children affected by war. Governments must not allow children under
the age of 15 to take part in war or join the armed forces.’
UNICEF
UNICEF acts as a guardian of the Convention on the Rights of the
Child. UNICEF supports countries in implementing this convention.
UNICEF draws attention to the duties of governments, families,
communities and individuals to respect those rights and supports them
in doing so.
Children’s rights cards: Cases
Activity:
In each case, find one or two children’s rights.
1.One of your friends loses a shoe but doesn’t have enough money to
buy a new pair. The school says barefoot children are not allowed to
attend.
2.Your classmate’s parents are Roma. Their family is having trouble
finding a place to live because people say, ‘They are different’.
3.You learn that in some countries children are forced to fight in wars.
They are hungry, thirsty and very scared.
4.A girl in your school is a model who earns lots of money and has her
picture in magazines. But she often misses class and doesn’t have
time to do her homework or play with friends. She looks really tired.
5.We are only allowed to speak the national language at my school.
Children who speak other languages are punished for speaking
them, even on the playground.
6.There is a school in your community where children from several
religions are welcome but children with no religion are frowned
upon.
1.CRC Article 27. Adequate standard of living:
Children should have good living conditions that meet their physical
and mental needs. The government should help families who cannot
afford to provide this.
2.CRC Article 2. Non-discrimination:
The rights in the Convention apply to everyone, whatever their race,
colour, religion, sex or abilities, whatever they think or say, whatever
language they speak and wherever they come from. The state must
protect children from any discrimination.
3.CRC Article 38. Protection of children affected by armed conflict:
Governments should not allow children under the age of 15 to join
the army or take any direct part in hostilities. Moreover, children in
war zones should receive special protection.
4.CRC Article 32. Child labour:
The government should protect children from work that is
dangerous, or that might harm their health or education, or lead to
their exploitation.
5.CRC Article 29. The aims of education:
Education should develop the child’s personality, skills and talents
to the full. Education prepares children for life. It should encourage
children to respect their parents, and their own and other nations
and cultures.
or
CRC Article 30. Children of minorities and indigenous people:
Children have a right to learn and use the language and customs of
their families, whether these are shared by the majority of people in
their country or not.
ATELIERS
6.CRC Article 14. Freedom of thought, conscience and religion:
Children have the right to think and believe what they want, and to
practise their religion, as long as they are not stopping other people
from enjoying their rights. Parents should guide their children on
these matters.
or
CRC Article 2. Non-discrimination:
7. CRC Article 9. Separation from parents:
Children should not be separated from their parents unless it is for
their own good, for example, if a parent is mistreating or neglecting
a child. Children whose parents have separated have the right to stay
in contact with both parents, unless this might hurt the child. The
government has the duty to provide all the necessary information
about the missing family member.
8.CRC Article 31. Leisure, play and culture:
All children have a right to relax and play, and to join in a wide range
of recreational and cultural activities.
or
CRC Article 32. Child labour:
The government should protect children from work that is
dangerous, or that might harm their health or their education, or
lead to their exploitation.
9.CRC Article 2. Non-discrimination:
10. CRC Article 2. Non-discrimination:
True or False?
Activity:
Look at the cards; some of them are true and some of them are false.
Can you separate them?
Now take the true cards. Can you make 4 categories:
-- Special care
-- Participation
-- Provision
-- Protection
Photos
Activity:
Look at the photos [presented on the table] and discuss what you see.
Which children’s rights are displayed in the photos?
Find the photo that appeals to you the most.
Try to come up with a slogan to advocate a children’s right.
‘WANTS and NEEDS’ cards
Activity:
In pairs, divide the cards into categories: MOST IMPORTANT,
IMPORTANT, LEAST IMPORTANT
In a group, decide which are the six most important cards.
Discuss: do all the children in our society have these rights met? If you
have any resources that contain case studies about the lives of children
in other countries, they could be a suitable prompt to this discussion.
Discuss: what can be done to ensure that the rights of children
everywhere are met?
In a group, divide the cards into two categories: WANTS and NEEDS
There are some NEEDS that we can ensure that we do not deprive any
child of. For example: protection from discrimination, the opportunity
to express your opinion and the opportunity to be educated.
Discuss how pupils can ensure they do not deny any other children
these rights?
24
ATELIER 5
«Défi : parcours interculturel »
Étudiants
Zoubida Ouarda , Imane Douhar
et Lhoucine Bakhouch
Professeurs
Khalid Boudiab, Hassane Bouzit,
Samir Chendali
et Chaouqi Hachir
d’oliviers. Le nom Ménara vient du pavillon au petit toit pyramidal vert,
de son nom en arabe. Au cœur du jardin, un large bassin au pied du
pavillon sert de réservoir d’eau pour l’irrigation du jardin.
Le jardin a été créé au 12ème siècle par les Almohades. Le pavillon a été
construit au 16ème siècle à l’époque saadienne, et rénové en 1869 par
le sultan Abderrahmane, qui y passait l’été.
Document 2 : les moulins à vent de Kinderdijk
Ces dix-neuf moulins ont été construits vers 1740 dans le cadre
d’un projet d’envergure pour lutter contre les inondations. Ils sont
maintenant le symbole du génie hydraulique néerlandais.
Les deux rangées de moulins de Kinderdijk offrent un spectacle
impressionnant. Le caractère unique de ce lieu lui a valu le classement
UNESCO en 1997. Un moulin à vent est constitué d’une tour avec un
toit supportant un dispositif qui convertit l’énergie du vent en un
mouvement de rotation au moyen d’ailes réglables.
Document 3 : le château de Muiderslot
Résumé de l’atelier
Dans une optique interculturelle, des recherches ont permis de
choisir un patrimoine culturel commun, ici le patrimoine architectural
traditionnel et ancien du Maroc et des Pays bas. Un montage de film,
un diaporama illustré et des fiches techniques des quatre sites ont
servi de mise en situation. Ces dernières fiches ont été rédigées, dans
un souci de communication, en anglais, en néerlandais, en arabe et
en amazighe standard. Une traduction en français est résumée par les
documents 1 à 4.
Les participants marocains et néerlandais ont été appelés à
approfondir leurs connaissances mutuelles et à se compléter entre
eux. Des maquettes des quatre sites sont découpées, enrichies par des
motifs à portée culturelle et assemblées pour construire des modèles
réduits et simples desdits sites.
Notre petit défi, instrumenté par des questions sur des aspects
culturels des quatre sites a été couronné par la mise en place des
maquettes dans le jardin puis dans le hall de l’établissement, symbole
du village du monde.
L’une des leçons à retenir de cette petite expérience, est que
les participants ont mis en évidence un nombre important de
convergences culturelles entre les deux pays.
Document 1 : le pavillon de la Ménara
Les jardins de la Ménara sont localisés à l’ouest de Marrakech, aux
portes des montagnes de l’Atlas. C’est un grand jardin couvert
L’imposant Muiderslot vous donne un goût de la vraie histoire
néerlandaise. Il fait partie de la ligne de défense d’Amsterdam, qui a été
inscrit sur la liste du patrimoine mondial de l’UNESCO en 1996.
Il a été construit autour de 1285, par le comte Floris, sur la rivière Vecht,
la route commerciale vers Utrecht à l’époque. Le château a été utilisé
pour appliquer un péage sur les commerçants. Il est relativement petit,
mesurant seulement 32 sur 35 mètres. Un large fossé l’entoure.
Document 4 : les kasbahs d’Aït Benhaddou
Aït Benhddou est une cité fortifiée, ou ksar, se trouvant sur l’ancienne
route des caravanes entre le Sahara et Marrakech. Elle est située sur
une colline le long de la rivière Ounila, connue par ses kasbahs, même
si elles sont menacées par les intempéries. La plupart des habitants de
la cité vivent maintenant dans des villages modernes de l’autre côté de
la rivière. Toutefois, certaines familles vivent encore dans le ksar.
Aït Benhaddou a été inscrit au patrimoine mondial de l’UNESCO
depuis 1987. Plusieurs films y ont été tournés.
Le ksar est un groupe de bâtiments de terre entourés de murailles
élevées, renforcés par des tours aux quatre angles et percé d’une
grande porte. C’est un exemple frappant de l’architecture du sud du
Maroc présaharien.
Le ksar d’Aït-Ben-Haddou est situé, dans la province d’Ouarzazate. Les
constructions les plus anciennes ne semblent pas être antérieures au
17ème siècle, bien que leur technique ait été propagée à une époque
récente dans les vallées du sud du Maroc.
ATELIERS
25
[Xxx Deze beschrijving als inzet gebruiken naast de samenvatting in Frans ‘Document 1’]
Berber
DutchDutch
Berber
English
English
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gardens
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tuin met
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The name menara derives
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In het hart van de tuin, een groot
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In het hart
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Theas
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41
Arabic
Arabic
‫ ﻗﺒﺎﻟﺔ‬،٬‫ﺗﻮﺟﺪ ﺣﺪﺍاﺋﻖ ﺍاﻟﻤﻨﺎﺭرﺓة ﻏﺮﺏب ﻣﺪﻳﯾﻨﺔ ﻣﺮﺍاﻛﺶ‬
‫ ﻫﮬﮪھﻲ ﻋﺒﺎﺭرﺓة ﻋﻦ ﺣﺪﻳﯾﻘﺔ ﺭرﺣﺒﺔ‬.‫ﺃأﺑﻮﺍاﺏب ﺟﺒﺎﻝل ﺍاﻷﻁطﻠﺲ‬
‫ ﻳﯾﺮﺟﻊ ﺍاﺳﻢ ﺍاﻟﻤﻨﺎﺭرﺓة‬.‫ﺗﻐﻄﺴﻬﮭﺎ ﺃأﺳﺎﺳﺎ ﺃأﺷﺠﺎﺭر ﺍاﻟﺰﻳﯾﺘﻮﻥن‬
.‫ﻟﻠﺠﻨﺎﺡح ﺍاﻟﻤﺒﻨﻲ ﺍاﻟﺬﻱي ﻳﯾﻌﻠﻮﻩه ﺳﻘﻒ ﺃأﺧﻀﺮ ﺻﻐﻴﯿﺮ‬
‫ ﻳﯾﻮﺟﺪ ﺃأﻣﺎﻡم ﺟﻨﺎﺡح ﺍاﻟﻤﻨﺎﺭرﺓة ﺻﻬﮭﺮﻳﯾﺞ‬،٬‫ﻭوﺳﻂ ﻫﮬﮪھﺬﻩه ﺍاﻟﺤﺪﺍاﺋﻖ‬
.‫ﺿﺨﻢ ﻳﯾﺴﺘﻌﻤﻞ ﻣﺎﺅؤﻩه ﻓﻲ ﺍاﻟﺴﻘﻲ‬
‫ ﻓﻲ ﻋﻬﮭﺪ‬12 ‫ﺗﺮﺟﻊ ﻧﺸﺄﺓة ﺍاﻟﺤﺪﺍاﺋﻖ ﺇإﻟﻰ ﺍاﻟﻘﺮﻥن‬
‫ ﺃأﻣﺎ ﺟﻨﺎﺡح ﺍاﻟﻤﻨﺎﺭرﺓة ﻓﻘﺪ ﺗﻢ ﺗﺸﻴﯿﻴﯿﺪﻩه ﻓﻲ ﺍاﻟﻘﺮﻥن‬.‫ﺍاﻟﻤﻮﺣﺪﻳﯾﻦ‬
‫ ﻋﻠﻰ‬1869 ‫ ﻭوﺗﻢ ﺗﺮﻣﻴﯿﻤﻪﮫ ﻓﻲ‬،٬‫ ﻓﻲ ﻋﻬﮭﺪ ﺍاﻟﺴﻌﺪﻳﯾﻴﯿﻦ‬16
‫ ﺍاﻟﺬﻱي ﺍاﻋﺘﺎﺩد ﺍاﻟﻘﻴﯿﺎﻡم ﺑﻪﮫ ﺃأﻳﯾﻢ‬،٬‫ﻳﯾﺪ ﺍاﻟﺴﻠﻄﺎﻥن ﻋﺒﺪ ﺍاﻟﺮﺣﻤﻦ‬
.‫ﺍاﻟﺤﺮ‬
26
ATELIER 6
«Pictures say more than words »
Students
Mozgan Ayas and Melanie Welbers
Teacher
Anne van Duuren
Table of Contents
------
Aims and goals for our workshop
Why should we use pictures in education?
Assignment 1: Pictures to remember
Assignment 2: Thinking – Sharing – Exchanging
Evaluation with the whole group
Pictures to remember
-- In this assignment, we will play four five-minute rounds.
-- You are working in groups of three or four students/teachers.
-- We will make the groups. Each member of the group gets a
number.
-- The assignment is all about remembering a picture and
drawing it again as a group by using a good strategy and your
memory. The group that draws a picture that looks the most
like the picture shown to them will win a prize!
Round 1. (5 minutes)
-- Person number 1 from every group goes to the workshop
leader’s desk.
-- We have a selected a picture beforehand.
-- You have two minutes to look at the picture.
-- Try to remember as much as possible in those two minutes.
-- After two minutes, go back to your group and tell them what
you saw.
-- Try to draw what you just saw. You have three minutes to
draw.
Aims/goals for our workshop
-- After the workshop, the students/teachers can name some
arguments for using pictures in their lessons.
-- After the workshop, the students/teachers can use pictures as
educational/didactic tools to improve their lessons.
-- After the workshop, the students/teachers can apply the
assignments ‘Pictures to remember’ and ‘Thinking – Sharing –
Exchanging’ in their lessons.
-- There will be an exchange of knowledge between the
Moroccan and Dutch students/teachers.
leader’s desk.
you saw.
-- Try to add as much as possible to the picture drawn by group
member 1. You have three minutes to draw.
Arguments for using pictures in our lessons
leader’s desk.
you saw,
-- Try to add as much as possible to the picture drawn by group
members 1 & 2. You have three minutes to draw.
-- A picture says more than a thousand words
-- Pictures engrave themselves in our memory, just as scents and
sounds can
-- Pictures can call upon foreknowledge/precognition
-- Visualisation – they can help students with learning
disabilities
-- An example for the subject of history
-- Making the subject tangible
-- Test already acquired knowledge for grades
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Collection 1
Person number 4 from every group goes to the workshop leader’s desk.
You have two minutes to take a look at the picture.
Try to remember as much as possible in those two minutes.
After two minutes, go back to your group and tell them what you saw.
Try to add as much as possible to the picture drawn by group members
1, 2 and 3. You have three minutes to draw.
Collection 2
Thinking – Sharing – Exchanging
Round 1: Thinking (10-15 minutes)
-- Look at the photos by yourself. Don’t exchange thoughts with
your group members just yet. Try to answer the five questions
belonging to the collection.
Round 2: Sharing (10 minutes)
-- Exchange your answers with those of your group members.
Try to answer all the questions as well as you can as a group.
-- Round 3: Exchanging (5 – 10 minutes)
-- We will discuss some answers with the whole group.
Questions
Look at all the pictures in collection 1. Try to answer all the questions.
Question 1.
-- Describe what you see. What stands out? Is there something
you find odd or that looks out of the ordinary?
Question 2.
-- Who do you think these men are? Where do they come from
and what are they doing?
Question 3.
-- Why do you think these pictures were made? Who was
responsible for making these pictures?
Question 4.
-- These pictures are all from the same decade in the 20th
century. In which decade do you think these pictures were
made? Explain your answer.
Question 5.
-- Try to arrange the pictures in chronological order.
Questions
Look at all the pictures in collection 2. Try to answer all the questions.
Question 1.
-- Describe what you see. What stands out? Is there something
you find odd or that looks out of the ordinary?
Question 2.
-- Who do you think these people are? Where do they come
from and what are they doing?
Question 3.
-- Why do you think these pictures were made? Who was
responsible for making these pictures?
Question 4.
-- These pictures are all from the same decade in the 20th
century. In which decade do you think these pictures were
made? Explain your answer.
Question 5.
-- Choose a picture and make up a question you want to ask
the photographer. Explain why you chose that photo and the
reasoning behind your question.
Comparative – Questions
Look at all the pictures from both collections. Try to answer all the
questions.
Questions:
-- What are the similarities and differences between all the
pictures?
-- Try to write down at least three similarities and three
differences.
Memory
You will play a game of memory in your group. The rules are the same
as usual: you take turns and flip two cards.
Difficulty: this time, you won’t know beforehand what the matches are!
You have to discuss as a group if the two flipped cards could be a
match. You should be able to explain why the cards are a match. Write
the arguments down on paper. Only when the whole group agrees that
the flipped cards are a match can you put them aside. Then they are
out of the game.
Evaluation
-- What are your thoughts about the workshop? Would you use
these assignments in your lessons? If so, in the same way or
with some adjustments?
-- How are pictures used in your lessons? Are they in the
schoolbooks or are they really being used with applied skills?
-- Do you get theory about how to use pictures in your lessons
and what skills are required to look critically at pictures?
-- After this workshop, would you agree that pictures should be
used more often in lessons? What do you think are the best
arguments to support your opinion?
-- Tips and tricks!
28
ATELIER 7
«Motivating students
and enhancing their
participation
in the class »
Students
My Hicham El Amrani,
Abd Ali Ouakchoum
and Fatima Ezzarha Rihani
Teacher
Khadija Kairit
Abstract
The workshop is a response to the problem of a lack of motivation and
interest among students. It stems from the multiple cases that we, as
trainee teachers, witness in real classroom settings. It proposes a set
of activities that provide students with an anxiety-free atmosphere
and therefore encourage them to participate, which develops their
communicative strategies and promotes their learning. These activities
are varied and hence respond to different learning styles and appeal
to a variety of students. The workshop tends to establish a new
perspective towards students’ lack of motivation by offering a set
of hands-on activities which seek to involve teachers from different
specialties with the hope that they will implement these activities in
their classes.
Objective
To present the participants with a number of activities to motivate
students in their classes
Activities and procedures
Activity 1: Ice-breaker « Walk/Stop »
A. Objectives
This activity serves dual purposes. First, it helps participants break the
ice and get to know each other. Second, it gives them energy to follow
the activities to come, because it requires physical engagement.
B. Procedure
Participants are instructed to walk randomly around the venue once
they hear the word “walk”. Then, when they hear the word “stop”,
they should stop immediately. Everyone should chat with the person
nearest to them and try to learn as much as possible about each other.
Participants should also make sure they don’t come across the same
person more than once.
ATELIERS
Activity 2: Background to the Workshop
Facilitators contextualise the workshop by explaining what it is about
and how it will be conducted.
A. Objectives
This short interactive presentation introduces the participants to the
general issue of the workshop by stimulating them to share their
personal experiences with unmotivated students.
B. Procedure
A picture that depicts the issue of a lack of motivation among students
is projected and then participants are asked to react to it by recalling
their previous encounters with unmotivated students. The following
questions are used for further discussion:
-- What demotivates students?
-- Why is this issue so important?
-- How does it hinder the learning/teaching process?
-- How do you feel about it as teachers?
Activity 3: Attitude
A. Objectives
This training game is useful in helping to introduce the importance of
having the right attitude towards achieving success among learners
and students.
29
B. Procedure
The animator draws a boy and a shark on the board and ask the
participants to think about a word that will save the boy from falling
into the shark’s mouth. The participants are then asked to give letters
that appear in that word. When one of the participants gives a wrong
letter, the boy gets closer to the shark’s mouth. The target word is
ATTITUDE.
Then the animator asks: What role does a positive attitude play in
becoming successful in the classroom?
The participants discuss the issue and the animator concludes that
100% attitude is vital and proves it mathematically. The participants are
told to assign each letter of the alphabet the corresponding number,
starting with 1 for ‘a’ and 26 for ‘z’. The participants are then asked to
add these numbers up and see what the total is.
Uncannily, the answer is 100 as shown below
A1
T 20
T 20
I9
T 20
U 21
D4
E5
This interesting oddity shows the importance of having the right
attitude as the starting point towards successful learning.
30
Activity 4: Running dictation
Activity 6: Tarp
A.Objectives
The aim of this game is to present the participants with an activity that
targets the development of both students’ knowledge (dictation) and
learning strategies (working in teams and cooperation to achieve the
task) in a funny and motivating environment.
A.Objectives
This activity targets the development of students’ communication and
cooperative skills. The teams’ goal is to complete the challenge, not to
compete with other teams. The team members have to understand the
instructions, discuss a plan for carrying out the activity and recognise
the role that they are supposed to perform to achieve the task.
B.Procedure
Participants will be split into two or three groups. Each group should
assign a “reporter” who is to write what the other members can
remember from the text. The group members should go to the board
to read a text and come back to dictate what they have read to the
reporter. The activity will take the form of a race. The group that
manages to rewrite the text first is the winner.
Activity 5: Fortune Teller
A.Objectives
This activity aims to enhance students’ guessing skills and language
competencies, be they in grammar or vocabulary. It is a funny activity
for teaching tenses and vocabulary in different school subjects.
B.Procedure
This activity is carried out in two stages. In stage one, each participant
is given a sheet with a picture of a fortune teller and a short paragraph
about what will happen in the future. The participants have to complete
the missing words with numbers from 1 to 6. Then the animator
distributes a handout that contains the words that correspond to the
chosen numbers. The participants then write the missing lexical items
and read their paragraphs. The result is funny passages about future
events.
B.Procedure
Round One: The group will be split into two teams. Each team will
try to hold the tarp and try to get the balls gathered on the base. The
activity’s duration is three minutes. To help the team, the monitor
tapes the four holes and leaves the one in the middle open. If one ball
falls in the hole, that team loses and the turn passes to the other team.
Round Two: Key question: ‘Did you plan?’ To make the activity more
challenging this time, the teams will be required to gather the balls on
the base without communicating.
Round Three: Key question: ‘Do you have a group leader?’ All the holes
are now untaped, which makes the challenge more difficult. The team
should nominate a group leader to give directions and strategies.
Round Four: The activity is now more challenging as the monitor traces
arrows on the tarp to show how the balls should move, which is almost
impossible for one team to do. (The teams do not need to gather the
balls on the base.)
Round Five: Now, all the contestants build one big team and try to
accomplish the task.
Discussion
The participants discuss the possibility of implementing these activities
in teaching different school subjects to motivate students with
different learning styles.
Conclusion
The participants distribute handouts to get the participants’ feedback
about the workshop.
ATELIERS
32
ATELIER 8
«Des jeux pour l’enseignement
des langues »
Étudiants
Famke Daams et Niels van Wanrooij
Professeur
Françoise Lucas
L’utilisation des jeux dans l’enseignement des langues est de plus en
plus fréquente aux Pays-Bas où il est très important de motiver ses
élèves et de donner cours d’une manière interactive. L’utilisation de
jeux permet de réaliser cette interaction d’une manière simple et
motivante.
Pendant notre atelier à Marrakech nous allons montrer comment
intégrer des formes de jeux dans nos cours. Pour le faire, nous avons
choisi quelques activités sous forme de jeux qui sont connues aux PaysBas. Nous organiserons un parcours de jeux qui seront joués en petits
groupes, en duo ou individuellement par les étudiants marocains et
néerlandais. Vous trouverez ci-dessous une liste des jeux choisis avec
leurs objectifs et une petite description.
Qui suis-je ?
>Objectifs : S’entraîner à décrire des personnes, à poser des
questions, savoir utiliser les adjectifs qualificatifs et les stratégies de
compensation.
Savoir utiliser du vocabulaire pour décrire l’apparence physique, les
nationalités et les professions.
Comment : Distribuer à tour de rôle des cartes comportant le nom
de personnes connues à chaque participant. Les autres participants
posent des questions (fermées) pour découvrir qui vous êtes.
Matériel nécessaire : Cartes avec le nom de personnes connues.
Jacques a dit …
> Objectifs : S’entraîner à bien utiliser l’impératif. Apprendre à bien
écouter et à bien se concentrer. (Notre sujet : les parties du corps,
par exemple : Touchez le nez !)
Vocabulaire des parties du corps.
Comment : Désigner un élève qui prendra le rôle de Jacques. Cet
élève donnera des ordres au reste du groupe. Seule la phrase «
Jacques a dit touchez le nez » compte. Si Jacques dit « touchez le nez
» et si les élèves exécutent l’ordre, ils sont éliminés. L’élève qui a
bien respecté toutes les consignes de Jacques a gagné.
Matériel nécessaire : pas de matériel.
Je vois, je vois ce que tu ne vois pas
> Objectif : S’entraîner à poser des questions (s’entraîner à bien
utiliser les trois formes : intonation de la voix, « est-ce que » et
l’inversion). Décrire des objets (adjectifs qualificatifs).
Comment : Désigner un élève qui le premier choisira un objet dans
l’espace où se trouve le groupe. Les autres étudiants posent des
questions fermées et devinent de quel objet il s’agit. La personne
qui a deviné l’objet le premier, peut alors choisir un autre objet et le
faire deviner au groupe.
Matériel nécessaire : objets dans l’espace où se déroule l’activité.
Imiter une profession
> Objectif : Apprendre à utiliser du vocabulaire (professions et
animaux). Imiter une profession ou un animal.
Comment : Un jeu de cartes avec le nom d’une profession ou d’un
animal. Distribuer une carte à tour de rôle aux participants. L’élève
ATELIERS
qui tient une carte cherche une manière pour imiter la profession
ou l’animal. Les participants devinent la profession ou l’animal
représenté.
Matériel nécessaire : Cartes avec le nom d’une profession ou d’un
animal.
Domino des mots
>Objectif : Réviser le vocabulaire appris et apprendre à relier un mot
avec l’image qui lui correspond.
Comment : Un jeu de carte avec le vocabulaire et l’image
correspondante. Distribuer les cartes aux élèves qui doivent
chercher leur partenaire.
Matériel nécessaire : Jeu de cartes comprenant un mot et son image.
Par exemple : l’image d’un ananas sur une carte et le mot « ananas »
sur l’autre carte.
Jeu de l’oie
>Objectif : Réviser des connaissances sur la France par exemple.
Comment : Avant le jeu, formuler des questions sur la France.
Formez des groupes : Jouer et répondre aux questions. Le premier
qui arrive à la dernière case a gagné.
Matériel nécessaire : un plateau avec des cases, les règles et des
questions
33
Party et langage
>Objectif : Apprendre à bien s’exprimer à l’oral. Exprimer ce qui
est écrit sur les cartes en parlant, en imitant ou en dessinant ou
répondre aux questions.
Comment : Former des groupes. Jouer le jeu. Chaque case du
plateau correspond à une catégorie (dessiner, décrire un mot sans
le nommer, imiter ou une question). Si on arrive à la case qui dit par
exemple « dessiner » il faut prendre un billet avec « dessiner » écrit
dessus. Le premier qui arrive à la dernière case a gagné.
Matériel nécessaire : un plateau avec des cases, les règles et des
cartes pour chaque catégorie.
Running dictation (vocabulaire)
>Objectif : Entraîner sa mémoire à court terme. Mémoriser du
vocabulaire.
Comment : Formez des groupes. Notez 15 mots sur une feuille et
collez-la au mur. Distribuer des post-it aux élèves. Les élèves doivent
courir en direction de la feuille et retenir les mots en utilisant les
post-it.
Matériel nécessaire : feuilles avec une quinzaine des mots et des
post-it.
34
ATELIER 9
«How to start the lesson and how
to differentiate in your class »
Students
Sophie Basten, Lara van Oel
and Anke Seuren
Teacher
Marjon Oerlemans
3.Examples of differentiation in the classroom
(Case – sample texts)
Thinking – sharing – exchanging
A) Using the initial setting to differentiate
B) Case one
C) Case two
D)Examples of differentiation in the classroom (visual support and
selective listening)
4.Short video
Target group for workshop
Students preparing for primary and secondary school education
(subject: English).
(video – digiboard/overhead projector/laptop)
Thinking – exchanging
A) Imagery
B) Evaluation
Goals
-- Participants get some new ideas about how to start a lesson.
-- articipants experience how to use the initial setting to
differentiate in the classroom.
-- Participants work with the differentiation forms: ‘visual
support’ and ‘selective listening’.
-- Participants recognise different forms of differentiation.
5.Feedback
We would like to get some feedback on:
-- Some English words
-- Content & Core
-- Goals
-- Tips and tops!
1. Start situation
Materials
(Flip over – Post-Its – pencils)
A) Orientation (thinking)
B) Comparing ideas in groups (sharing)
C) Comparing ideas in the entire group (exchanging)
-------------
2.Worlds of experience
(Paper – pencils – tape – examples of children’s drawings)
A) To map some different worlds of experience (thinking)
B) Discuss some drawings (sharing)
C) Examples of children’s drawings (exchanging)
Flip over
Post-Its
Pencils
Paper
Tape
Children’s drawings
Cases
Sample texts
Sample texts with visual support
Sample texts for selective listening
Video
Digiboard/overhead projector/laptop
ATELIERS
Examples of children’s drawings
35
36
ATELIER 10
«Conception d’un contenu
interculturel »
Étudiants
Abdelaali Bouziti, Aziz Aarab
et Marwane Querdam
Professeur
Rachida Elqobai
Cadre et aperçu de l’atelier
En tant qu’enseignant de FLE, on a tendance à nous préoccuper plus
de la didactisation des contenus et de l’approche pédagogique à
adopter en abordant l’interculturel que de la conception du contenu
lui-même. Dans cet atelier on s’interrogera surtout sur le QUOI et
le POURQUOI de la compétence interculturelle : Deux paramètres
à prendre en considération dans la conception de tout contenu
interculturel. L’objectif d’une classe de langues n’est-il pas AUSSI de
préparer l’apprenant à être un intermédiaire culturel ?
En sous-groupes de travail, les participants produiront des contenus
interculturels prêts à être didactisés en classe de FLE.
Les objectifs de l’atelier
Trois soucis majeurs sont derrière la création de cet atelier :
1.Sensibiliser les P.S des deux délégations à l’importance de la
compétence interculturelle en classe de manière générale, et
en classe de langue en particulier. Les faire prendre conscience
que, dans toute conception de tout contenu interculturel,
cette compétence devrait être présentée comme la clé de
l’intercompréhension et d’un MIEUX VIVRE ENSEMBLE à l’échelle
planétaire.
2.Permettre aux P.S des deux rives d’adopter des regards croisés et
de se poser la question sur leurs propres représentations sur leurs
cultures respectives et sur leur propre compétence interculturelle
en tant que futurs enseignants de FLE dans deux contextes sociaux,
culturels et linguistiques différents. Un parcours du cadre référentiel
de la compétence interculturelle conduira les P.S de se remettre en
question. (Projet LOLIPOP, 2006)
3.Amener les P.S à se poser les bonnes questions qui devraient
motiver la conception du contenu interculturel. Les contenus
ainsi conçus devraient être ré-exploitables dans leurs futures
classes respectives dans les deux systèmes éducatifs Marocains
et Hollandais et devraient avoir pour objectif ultime : Préparer
l’apprenant à être un intermédiaire culturel.
Déroulement de l’atelier : Conception d’un contenu
interculturel
Une double activité de Brain storming :
-- La compétence interculturelle
-- Concepts croisés
-- Un contenu interculturel
-- En petits groupes
-- Regards croisés : Remise en question
-- Questions précédant la conception d’un contenu interculturel :
-- Quoi et Pourquoi
Contenus croisés :
Chaque petit groupe produira deux contenus interculturels
didactisables dans les deux contextes.
Mise en commun des travaux de groupes
Rapport de synthèse de l’atelier par un binôme hollandais-marocain.
Résultat final
Thèmes dégagés pour mieux préparer l’apprenant à être un
intermédiaire culturel :
-- Vêtements et déguisements
-- Fêtes
-- Art culinaire
ATELIERS
38
ATELIER 11
«Differences between languages
are not an issue when using
drama »
Students
Kitty Brunink and Ilona Blees
Teacher
Veroniek Simons
Introduction
Drama versus differences between languages
-----
Emotions don’t have a language
Culture can make the difference, not the language
Let’s play:
1. Play with the ball (starter)
2.Play by counting 1 to 10
3. The reporter activity
4.Just the words “comment ça va?”
5. Sound decoration (end)
What is drama?
Drama versus differences between languages
Playing together
Applying drama in your classroom
Think this statement over:
“Somebody with a lot of knowledge can achieve little
without creativity”
A. Fontijn-Tekamp
Applying drama in the classroom
Drama in theory
The word drama
-- Means action and it was originally a Greek word.
What does it really mean?
-- Representation of a situation by means of a word (spoken/
singing) and/or gesture (dance/music)
Learning by doing (Janssens, 1998)
-- Fun to do and learning without realizing it
-- Different learning styles
-- According to Kolb (Veen & Wal, 2012)
Meaningful activities in the classroom
Children like to play
-- Activity 1 - children can learn words
-- Activity 2 - children can learn to count
-- Activity 3 - children can improve their competence in
speaking (productivity)
-- Activity 4 - children can show their emotions
ATELIERS
40
ATELIER 12
«Targets in English pronunciation »
Teachers
Theo Bijkerk and
Moureen Macarthur
As an introduction to this workshop the importance of pronunciation
and its practice at the HAN Teacher Training Institute was presented,
for both German and Dutch.
Students study the theory of pronunciation, learn to transcribe and
are tested, because they need introspection and reflection to become
aware of their problems in pronunciation. The theory provides them
with the tools to improve. For English we use a book aimed at our
audience, English pronunciation for student teachers, and a reader or
workbook with extra practical exercises.
To engage the mixed nationality audience two participants in the
workshop, one from the Netherlands and one from Morocco, are asked
to put on a strong native accent to read out the following elicitation
paragraph from The Speech Accent Archive, a site you can browse to
hear English spoken with an accent.
Please call Stella. Ask her to bring these things with her from the store:
Six spoons of fresh snow peas, five thick slabs of blue cheese, and maybe
a snack for her brother Bob. We also need a small plastic snake and a
big toy frog for the kids. She can scoop these things into three red bags,
and we will go meet her Wednesday at the train station.
Some sounds are difficult for both groups (e.g. th, others are specific:
most Dutch students will find distinguishing between the e-sound in
‘bed’ and the more open sound in ‘bad’ difficult and Moroccan students
may have difficulties pronouncing an English r-sound. For the latter
problem, which will occur in the Netherlands too, the trick is to say
‘zed’ and transform this into ‘red’ by letting the tip of your tongue slip
off your the alveolar ridge. Moreover, as in RP the r is only pronounced
when a vowel fol-lows, you can actually frequently avoid pronouncing
it. At the Han students are issued with a self-study booklet with a list
of pronunciation targets to achieve for their pronunciation test at the
end of the first year. They can use an interactive CD that goes with
their book.
ATELIERS
41
Participants are asked to do the following activities in groups, to
illustrate how theory and practice interact, as in the first example
which allows us to look at the modern shift in pronunciation taking
place in English: ‘sure’ nowadays being pronounced as a homophone
of ‘shore’.
B.
A.
Some other sources Dutch students are encouraged to use are:
A free App
-- Sounds: The Pronunciation App FREE, by Macmillan Education
Internet sites
-- http://davidbrett.uniss.it/
-- http://www.bbc.co.uk/worldservice/learningenglish/
grammar/pron/
Youtube
-- https://www.youtube.com/watch?v=Ag4qoNzEH4w
-- The speech accent archive – (for American English)
-- http://accent.gmu.edu/howto.php
For Dutch accent:
-- http://accent.gmu.edu/browse_language.php?function=detail
&speakerid=1004
For Morrocan Arabic accent
-- http://accent.gmu.edu/browse_language.php?function=detail
&speakerid=19
Spot the homophones and rewrite the text – IN PROPER SPELLING!
-- Lousy whether we’ve been having recently.
-- We haven’t been having much son, that’s for shore. I got court
in the reign this mourning and got wet threw.
-- Me two. And how about that cold missed first thing? I went
out bear headed to get sum fire-would and haven’t bean warm
since. And my hands got quite saw as well. Really roar, they
feel.
Answers:
-- Lousy whether we’ve been having recently.
-- We haven’t been having much son, that’s for shore. I got
court in the reign this mourning and got wet threw.
-- Me two. And how about that cold missed first thing? I went
out bear headed to get sum fire-would and haven’t bean
warm since. And my hands got quite saw as well. Really roar,
they feel.
Simple sound maze (B8) and stepping stones (A7).
The stepping stones are perfect for people who have problems
stressing multi-syllable words in Eng-lish whereas a simple sound maze
can be adapted to any two confusing sounds.
42
ATELIER 13
«Active learning with cooperative
strategies »
Teachers
Wilma van den Berg and
Bernadet Tijnagel
Dutch System of Education
None of us is as smart as all of us:
http ://www.youtube.com/watch?v=7KMM387HNQk
age
Cooperative learning
22
BA/MA/PhD
21
20
18
College of further
education(senior vocational)
Research
University
VWO
HAVO
16
VMBO pre-vocational
secondary education
12
B.Ed.B.Sc.
University
of Applied
Sciences
Preuniversity
Senior
grammar
general
School
education
PRIMARY EDUCATION
4
60%
100%
• Enhancing social skills
• Enhancing tolerance
• Enhancing trust in one another
• Accepting differences in abilities
And of course:
• Stimulating active learning
• Improving learning output
Characteristics of cooperative learning
• Clearly perceived positive interdependence
• Considerable promotion of (face-to-face) interaction
•Clearly perceived individual accountability and personal
responsibility to achieve the group’s goals
• Frequent use of the relevant interpersonal and small-group skills
•Frequent and regular group processing of current functioning to
improve the group’s future effectiveness
ATELIERS
Understanding positive interdependence
Cooperative learning and children with special
educational needs
ce
Po
on
si t
iv
ti o
Po
n
si ti
Pr o
iv
m
v e I nt e r d e p e n d e n
ce
P o si ti v e I
ti o n
te ra c
ot
er
ac
n
eI
eI
nt
Psychological
Adjustment,
Social Competence
n den ce
Positive
Relationships
Pr o m o t i v
Effort
to
Achieve
e pe
nt e
erd
rd
om
o t i v e In te ra c ti
nt
Pr
ep
n
n
de
•Learn to cope with individual responsibility and mutual
interdependence in a structured environment
•Be involved in the learning process and achieve success for which
they carry co-responsibility
• Decreases behavioural problems by enhancing self-esteem
• Important : clarity in expectations and role taking
• Using buddies does work
eI
e
Figure 1. Outcomes of cooperation
44
ATELIER 14
«Children’s Book Week Theme: celebrations »
Étudiants
Rianne Joosten, Thomas Voorn
and Suzanne Wolbers
Teacher
Ilja van Bree
Programme
-- Welcome
-- Introduce facilitators (background, why this topic - personal
and professional)
-- Introduce topic (Children’s Book Week like we have in
Holland)
-- Split up (three groups)
-- Circuit of three mini-workshops (Telling Table, Story-telling
Bag, Interactive Reading)
-- Share products and ideas within the mini-workshops
-- Evaluate and exchange thoughts and ideas with the whole
group
Synopsis (Children’s book week)
The main objective of this workshop is to explain the purpose and
importance of our national and annual Children’s Book Week. The
first Children’s Book Week was held in 1954 and it has been held every
year since (in October). The main purpose is to promote children’s
books and to promote reading to, with and by children. The duration
of this event is ten days, during which schools, libraries, bookshops
and cultural centres organise many activities. Each year the week
has a different theme. Children’s Book Week is kicked off by the
traditional Children’s Book Gala (the guests are mainly writers of
children’s books). A few activities that are held within this special
week are: a special Children’s Book Week paper made for children
between the ages of 6 and 12, a special gift (a small book written
especially for this week) which is given as a present with the purchase
of a children’s book during this week, a national reading contest and
special programmes on radio and TV. Many schools participate by
adjusting lessons for the Children’s Book Week and organising extra
activities. During this week, libraries organise special activities like
inviting writers of children’s books to read their books to children and
to talk about their stories and their writing process. Children can ask
questions and learn more about their favourite books or writers. In
addition to Children’s Book Week, there are multiple national activities
to promote reading to, with and by children. Every year, children can
vote for the best children’s book (it’s a jury of children in which every
child can participate from March to May). There are prizes for the best
written and the best illustrated books (handed out in June of each
year). In the Netherlands, we also have national days of reading to
children and a national breakfast at school, during which people read
to children.
Objectives (main workshop)
The purpose of our workshop is to inspire students and teachers to
make reading more appealing to children by using a story table, a storytelling bag or interactive reading. In these three workshops, we will
give students and teachers creative and didactic tools to make reading
more fun. The objectives for the three mini-workshops are described
below.
ATELIERS
45
Important things to think of before you create a story table:
Mini-workshop 1: Story Table
Rianne Joosten
Objective
At a story table you can find different materials, like dolls and other
things which a child can use to reproduce a story he or she has already
heard and already knows. A story table is a good aid for interactive
reading and for developing children’s vocabulary. It is also good
practice for children to respond to each other.
The purpose of this workshop is to show how a story table can look and
how the children learn by discovering themselves. In this workshop,
we will also discover how we can write a book with children between
the ages of 4-6 years. The purpose of writing a book with children is to
show them the relation between spoken and written language.
With this workshop, we would like to show the participants a method
for activating children to read, to get them interested in reading, and
for preparing children to read and write.
Phase 1
Choose a book with a clear story structure,
supported by pictures. Make sure the sentences
are not too long, and that there are new words to
learn. It is good when things are repeated within
the story.
Phase 2
Read and talk about the book multiple times, and
explain new words and expressions.
Phase 3
Build the story table together with the children.
Phase 4
When the story table is ready, the teacher should
first support the children in reproducing the story
with the materials on the table. After that, the
children know the story and its structure, so the
teacher can change his or her role to observer.
Activity
After the general introduction, the participants will be divided into
three groups. One group will start this workshop. I will first show
them our story table. I will ask them for what purpose they think it can
be used and if they also use this (or something similar) in their own
classrooms.
I will briefly explain the purpose of a story table and will show them
how easy it is to build.
Next, I will ask them in which way children in Morocco are active in
reading books and how they stimulate children to read.
After a short interactive exchange of ideas and differences in our
reading cultures, I will show them how to activate children between
the ages of 4-6 years to read by means of a story table. I will also
explain the relationship between written and spoken language.
Using some pre-printed pictures, I will show them how an activity of
writing a book with children can look. The pictures can also be made by
the teacher or the children themselves.
The pictures that I will take with me are pictures of:
-- one or two pictures of a person/character
-- a place where the story can take place
-- a thing that can happen
-- other pictures
46
A few pictures of the materials on our story table
First, I will discuss how a book looks: a title, a beginning, a main part
and an end.
-- Who is the story about? What is the name of the character?
-- What is the character going to do?
-- What happens afterwards?
-- And then?
-- How will the story end?
When the book is finished, I’ll put the pages together with a string, and
explain that we put a book cover in front of the book and we just need
to think of a title.
Materials
The story table:
-- one or two (picture) books, theme celebration. For example:
Kikker (Frog) Frog and a very special day, Bobbi, Dikkie Dik
(Tummy Tom).
-- two or more dolls/stuffed animals
-- finger puppets
-- materials that are used in the book (for example party hats,
festoon, fake pie)
To make a book:
-- paper (white)
-- pictures
-- glue
-- stapler
Mini-workshop 2: Story-Telling Bag
Suzanne Wolbers
Objective
-- The participants will get acquainted with a little piece of our
(reading) culture. For that purpose, we will use a story-telling
bag. They will also experience the didactics that are used for
introducing and explaining the story-telling bag. We will bring
our own example.
-- They will see one way to combine different subjects in a storytelling bag and learn that it is relatively easy to do so.
-- The participants will learn that the story-telling bag serves four
purposes that we think are very important.
Activities
-- After a general introduction of the story-telling bag
(emphasising its different purposes), I will show how you can
introduce the bag to children. The participants will see the
materials and didactics you can use. At first you read the story
book. While reading, you can sometimes already use some of
the materials from the bag. After reading, you can show them
the materials and explain how to use them with the children.
Often, materials are used in class before children take home
the story-telling bag, so that the children are already familiar
with it. Children may even explain the materials to their own
parents at home.
-- Next, the participants can explore the materials, ask questions
and make some materials of their own. I will bring some
materials that are very plain but can easily be used to create
appealing educational activities. They can make something
from the bag or, even better, make something new. They get a
sense of how to design and use a story-telling bag.
-- When they are ready, the participants can show what they
have created. They may present it to each other and as group
we can talk about the creations and the ideas.
ATELIERS
-- Conclusion: Is the story-telling bag something they would
use? Do they think it would be as appealing to their pupils as
it is to ours? Do they already have something like it? I assume
these questions will already be brought up during this miniworkshop.
-- At the end of the main workshop, the groups will come
together again to talk about the information and ideas they
have gathered during these workshops.
The story-telling bag (in general)
Objectives:
-- Parental participation: parents and teacher(s) make a design
for a story-telling bag together. Together, they make the
materials to put into the bag. Parents learn what occupies
children in school and teacher(s) learn more about parents
and how they support their children in their education and
development.
-- Parental engagement (commitment and involvement): parents
and children read together; play and do activities together
with the materials from the story-telling bag.
-- Development of language (children and parents).
-- Promoting reading.
47
-- A cuddly toy (stuffed animal) or puppet that is linked to the
story or theme.
-- Instruction cards (and a card that covers the content of the
bag).
Our own story-telling bag that we will bring to Morocco: Our storytelling bag is based on Jip en Janneke er is er een jarig (Jip and Janneke it’s
someone’s birthday). Jip and Janneke are a part of our reading culture:
almost everyone in the Netherlands is familiar with them. They read
these books during childhood or read Jip and Janneke to their own
children or grandchildren.
Alongside this book, we will also bring Kinderfeestjes (Kid’s parties),
ABC feest (ABC’s party) and Jouw huis mijn huis (Your home, my home).
The last book is a story book written in Dutch, English, Hebrew and
Arabic, all combined in one book. We will bring this book so that the
participants can get a taste of Jip and Janneke in Arabic. Takkie (one of
the characters in the Jip and Janneke stories) will also be in the bag.
The bag will contain a variety of materials. In the bag there will also be
party materials that are common in the Netherlands, like a string with
little flags (festoon), a party hat, (cardboard) plates and little baking
materials.
Every parent has a talent they can use for designing and creating a
story-telling bag.
Materials
We’ve used very common and plain materials like wooden pinchers,
straws, paper, cardboard and a sponge. The materials are simple but
appealing. For the workshop, we will bring similar materials.
Contents of a story-telling bag:
-- A bag or suitcase that is appealing to children (painted or
decorated by theme)
-- A story book/children’s book
-- An informative book that is linked to the story book or theme
-- Educational materials (language, mathematics, drama, art,
music, etc.) that are fun. The children sometimes don’t even
know that they are learning new things from it.
Objective
Read-aloud books enable teachers to offer texts with more challenging
concepts and/or language than students can read independently.
The read-aloud strategy helps English-language learners develop new
vocabulary and syntactic awareness.
Reading aloud builds good reading habits. It stimulates imaginations
and emotions; models good reading processes; exposes students to
a range of literature; enriches vocabularies and rhetorical sensitivity;
48
elucidates difficult texts; helps to distinguish different genres; supports
independent reading; and encourages a lifelong enjoyment of reading.
Read-aloud books show students how to question, visualise and make
predictions while they read. The primarily goal of interactive reading is
the (cultural) exchange. Through this activity, I wanted to ensure that
my theme, the Children’s Book Week and the party theme, create an
image of Dutch culture and of our way of teaching, celebrating and
dealing with language teaching.
In terms of content, the activity is primarily intended to playfully
broaden the vocabulary and knowledge of the children. In addition, the
activity really fits in the theme of celebrating.
Within my theme, I chose interactive reading as one of the activities
because it fits well with the Children’s Book Week and the fact that
there is a lot to do and talk about within this themed celebration. Many
Dutch children’s books describe celebrations or parties where good
use can be made of the text to create an interactive play format. Think
for example of the representation of a movement or gesture when
students hear a word.
Activity
To clarify how interactive reading is different from reading out loud, I
will sum up a few important guidelines for interactive reading that are
key to the workshop:
1.I insert a short phrase or sentence that defines or explains a word,
such as saying ‘Feast, that’s a really big dinner’.
2. I point to salient parts of the illustration that help to clarify the
meaning of a word or phrase, such as pointing to the illustration of
an acorn as we read the word in the text.
3.I use dramatic gestures, such as demonstrating the meaning of
‘shrugged’ by shrugging my shoulders as we read.
4.I use voices, such as clarifying the fox’s sly intentions by reading the
text with a droll voice.
5.I vary the pacing with which I read words or phrases, such as reading
Henny Penny’s words more quickly to demonstrate her foolish rush.
During the workshop, I will offer interactive reading in a number of
phases.
First, I will show a sample piece in English, French or Dutch
(negotiable) in which students respond to a word by images or a
gesture.
For example, when the word “party” is called out, the students scream
‘Hurrah!’ while throwing their arms in the air.
Through this practical example, I will explain interactive telling to the
Moroccan students. Next, I will read a text in the same way.
Finally, I have a number of options to extend the activity, such as:
-- Choosing another word or gesture.
-- Making them come up with their own combination. For
instance, when I say the word ‘dance’, the Moroccan students
can choose their own traditional or personal expression (a
short Moroccan dance).
-- Flip the roles. (the Moroccan students choose a book and
take care of the interactive reading, Thus, they get practical
exercise and we also learn from them.)
In conducting the workshop, Thomas will take care of the instruction
and reading, supported by Rianne and Suzanne. Optional:
-- Thomas (or one of the other students) reads in English.
-- Moroccan students read, the Dutch students portray.
-- Rianne or Suzanne reads in French (whoever prefers/manages
best).
-- Follow-up tips for the Moroccan students to improve
interactive reading.
Materials
Party-themed books (for all primary school classes).
Possibly an English or French (children’s) book.
Optional: party items (party hats, garlands or other party-themed
materials).
ATELIERS
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50
ATELIER 15
«Culture et intégration / trust: the
relationship between student and
teacher in multicultural space »
Teachers
Ismail Chaaouf and
Mohamed Mejdi
Introduction
The topic is about explaining the importance of building trust among
those we teach.
Instructions and directives
Step 1:
Divide participants into two equal groups. We need to have one group
stand and the other sit.
-- Those who are seated. please close your eyes.
-- Those who are standing, please silently walk around and
mentally select a seated partner. Then stand behind that
person’s chair and tie a blindfold on him or her without
revealing your identity or giving clues.
“Sighted” partners (teachers) will guide their blindfolded partners
(students) on a five-minute walk using only nonverbal directions.
You can use the entire environment (rooms, hallways, stairs, and
outdoors), but please always consider your partner’s safety and
willingness to try a new experience.
“Blind” participants remove your blindfolds to see who guided you.
Discussion
For blindfolded partners (students):
-- Did you have any idea of your teacher’s identity?
-- What did your teacher do that made your walk easy or
difficult?
-- How do you feel toward your partner now?
-- For sighted partners (teachers):
-- What made this task difficult for you?
-- How did you plan your walk?
-- How do you feel toward your partner now?
We will reverse the roles, but we will change partners so that the
blindfolded partner is led by someone new. This second round gives the
new teachers a chance to apply what they learned while being led.
ATELIERS
Trust
-- How can the trust walks enhance our remaining
time together?
-- How can you improve the way you communicate from
now on?
-- What did this teach you about the role of a student versus
the role of a teacher?
In summary
-- As a teacher, be aware your students have a different culture
than yours.
-- Before leaving on a teaching mission, try to create a trusting
climate in your classroom.
-- Trust is the key to success in the teaching-learning process,
especially when teachers come from one culture and students
come from another.
TRUST:
The relationship between student and teacher in a multicultural space.
51
52
ATELIER 16
«Projet interdisciplinaire »
Professeur
Mustapha Echtouki
Thème : Monuments historiques marocains et hollandais (la Menara,
kasba, Les moulins de Kinderdijk, Le château Muiderslot)
Matériel : Production de l’atelier n° 5 (maquettes)
Lieu : Collège Allal Fassi, Ourika
Objectifs
------
Communiquer autour des monuments (prise de parole);
Acquérir des compétences orale et écrite;
Echange culturel et interculturel;
Connaître l’autre, son histoire, sa culture et son patrimoine;
Apprendre à collaborer, argumenter et négocier au sein d’une
équipe pour réussir ensemble.
1.Une approche théorique pour s’approprier le concept projet
pédagogique (définition et élaboration)
‘’Le projet n’est pas une fin en soi, c’est un détour pour confronter les
élèves à des obstacles et provoquer des situations d’apprentissage’’
Philippe Meirieu, cité par Philippe Perrenoud (1998).
La pédagogie du projet propose un cadre d’actions, support d’une
progression vers un objectif. La mise en oeuvre se décompose en une
suite d’étapes s’enchaînant dans un ordre logique, mais non figé
-- Il s’agit d’une forme de pédagogie dans laquelle l’élève est
associé d’une manière contractuelle à l’élaboration de son
savoir;
-- Le moyen d’action de cette pédagogie est fondé sur la
motivation des élèves, suscitée par l’aboutissement à une
réalisation concrète;
-- La pédagogie du projet développe une culture du travail en
équipe. Cette équipe devient un lieu de confrontation et donc
de recherche permanent;
-- La pédagogie du projet considère les conditions d’un
apprentissage aussi importantes que les contenus de cet
apprentissage.
Dans cette démarche et pour faciliter ce concept aux apprenants, la
mise en œuvre d’une séance du projet interdisciplinaire est proposée
dans cet atelier :
ATELIERS
2.Démarches pédagogiques :
Diviser la classe en 4 groupes avec une consigne bien claire et précise
pour chaque groupe.
Activité 1 :Représenter un monument historique Marocain ou
Hollandais avec une activité artistique : Théâtre (groupe 1)
Activité 2 :Dessiner des monuments historiques au tableau noir et
donner une légende (groupe 2)
Activité 3 :Expression orale : faire parler un monument historique
(groupe 3)
Activité 4 :Choisir un monument et raconter son histoire (orale et
écrite) (groupe 4)
3.Evaluation
“La classe est un lieu de communication vraie mais spécifique régie
par un contrat didactique largement implicite qui débouche sur
l’attribution de certains rôles et une asymétrie dans la distribution et
l’évaluation de la parole.” (Auger, 2007)
Qualitative : critères/ indicateurs de perfectionnement de la langue,
maitrise de la langue, la qualité de la production orale et écrite des
participants, la démarche, les consignes données sont respectées, le
travail du groupe….
Quantitative : productions orale et écrite des groupes, nombre des
communications,….
53
54
REFERENCES
Deuxième communication
Référence
Trocmé-Fabre Hélène.(1999). Réinventer le métier d’apprendre. Paris : Editions d’Organisation
Atelier 2
References
-- Bossers, B. & Kuiken, F. & Vermeer, A. (2010). Handboek Nederlands als tweede taal. Bussum: Coutinho.
-- Cöp, J. (2010). Wat maakt woordenschatlessen effectiever? Ede: Zwijssen.
-- Ebbens, S. & Ettekoven, S. (2005). Effectief leren. Noordhoff: Houten.
-- Flokstra, J. (2006). Werkvormen voor het voortgezet onderwijs. SLO: Eindhoven.
Atelier 6
Photos
-- The Terror of War by Nick Ut / The Associated Press
http://geschiedenis24.webnode.nl/news/vietnamoorlog-in-kaarten/
-- http://framerframed.nl/nl/blog/miriam-gazzah-en-limburgs-immaterieel-erfgoed
-- http://usp-rsm-dutch.blogspot.nl/2013/12/oost-europeanen-niet-welkom.html
-- https://irmakoopman.wordpress.com/2011/01/24/begrijpen-we-het-nog/
-- http://www.npogeschiedenis.nl/grenzeloos-verleden/series/de-pioniers/marokkaanse-arbeiders-werven.html
-- http://www.vrouwen.nl/view/6840/Mode+uit+de+Jaren+60
-- http://www.vijfeeuwenmigratie.nl/term/gemengde%20relaties#50198-inhetkort
-- http://www.seniorplaza.nl/6070_RadioTV.htm
Atelier 9
Examples of childrens’s drawings
-- http://slimhuishouden.nl/kindertekeningen-opruimen
-- http://www.samenspelopdebso.nl/activiteitenboek/activiteit/89/teken-je-familie
-- http://1.bp.blogspot.com/-ZSAwii8Viic/T2Bc62mOD1I/AAAAAAAAAN4/gFRw_VDZbgM/s400/kindertekening%281%29.jpg
References
-- [Primary School] BS De Wingerd. (2015). Groep 1/2. Nijmegen.
-- Feldman, S. (2005). Ontwikkelingspsychologie. Benelux : Peurson Education.
-- OBS De Rode Buut. (2015). Groep 7/8. Nijmegen.
-- OBS Het Kompas. (2014). Groep 3/4. Veghel.
-- Oerlemans, M. (2015). Vakdocente taal en taaldidactiek. Hogeschool van Arnhem en Nijmegen, Nijmegen.
-- Kerpel, A. (2014) Coöperatieve werkvormen. Geraadpleegd op 20 februari 2015, van http ://wij-leren.nl/cooperatieve-werkvormen-artikel.php
-- [Unknown]. (2013). Werkvormen en variaties voor het talenonderwijs. Bussum : Coutinho.
-- Oosterheert, I. (2007). Leren over leren. Groningen/Houten : Wolters-Noordhoff bv.
-- RKBS ‘t Mulderke. (2015). Groep 1/2. Uden.
Atelier 10
References
-- LOLIPOP « GRILLES DE COMPÉTENCE INTERCULTURELLE » A1-B1 Projet LOLIPOP,
Language Online Portfolio Project – 2006. Consulté le 9 avril 2015 sur http ://www.isoc.siu.no/isocii.nsf/projectlist/116998
Atelier 11
References
-- Choinowski, N. (1995). Effectief Onderwijs 12 kenmerken. Used from the website on:
March 9, 2015, van International bureau of Education : http ://www.ibe.unesco.org
-- Janssens, L. (1998). Drama is de kunst. Amsterdam : IT&FB.
-- Pauline Bulthuis; Helger de Nooy; Sandra Smulders. (2015). Het kerndeel. Used from the website on:
March 7, 2015, van kennisbasis-drama : http ://kennisbasis-drama.nl/
-- Veen, T. v., & Wal, J. v. (2012). Van leertheorie naar onderwijspraktijk. Groningen: Noordhoff eds.
Atelier 12
References
-- Bower, B. e.a (2011). New Headway Pronunciation Course. Oxford: University Press.
-- Gussenhoven, C e.a. (1997). English Pronunciation for Student Teachers. Groningen: Noordhoff Uitgevers.
-- Hancock, M. (1995). Pronunciation Games. Cambridge: University Press.
-- Ponsonby, M. (1982). How Now Brown Cow? A course in the pronunciation of English. Cambridge: Prentice Hall.
-- Trim, J. (1997). English Pronunciation Illustrated. Cambridge: University Press.
Atelier 13
Source
-- Figure 1. Outcomes of cooperation
in: “An overview of cooperative learning” Roger T. and David W. Johnson Originally published in : J. Thousand, A. Villa and A. Nevin (Eds),
Creativity and Collaborative Learning; Brookes Press, Baltimore, 1994.
References
-- “An overview of cooperative learning” Roger T. and David W. Johnson Originally published in : J. Thousand, A. Villa and A. Nevin (Eds),
Creativity and Collaborative Learning; Brookes Press, Baltimore, 1994.
-- Li, M. P., & Lam, B. H. (2005). Cooperative learning.
-- Nguyen, M. and Elliott, J. and Terlouw, C. and Pilot, A. (2009) ’Neocolonialism in education : cooperative learning, Western pedagogy in an
Asian context.’, Comparative education., 45 (1). pp. 109-130.
-- Robyn M. Gillies*, Michael Boyle “Teachers’ reflections on cooperative learning : Issues of implementation”, Teaching and Teacher
Education 26 (2010) 933e940
-- Tolmie, A. K., Topping, K. J., Christie, D., Donaldson, C., Howe, C., Jessiman, E., ... & Thurston, A. (2010). Social effects of collaborative
learning in primary schools. Learning and Instruction, 20(3), 177-191.
Atelier 14
References
-- CPNB (Stichting Collectieve Propaganda van het Nederlandse Boek, n.d.). Kinderboekenweek. Retrieved on february 8, 2015, from :
-- http ://web.cpnb.nl/cpnb/campagne.vm?c=150
-- Jeugdbieb (n.d.). Retrieved on february 7, 2015, from :
-- http ://www.jeugdbieb.nl/rubriek.php?rID=220
-- Kinderboekenweek (n.d). Retrieved on february 7, 2015, from : http ://www.kinderboekenweek.nl/
-- Stichting Nederlands Kenniscentrum Verteltassen (n.d.). Retrieved on february 7, 2015, from : http ://www.verteltas.nl/home
-- Wikipedia (n.d.). Kinderboekenweek. Retrieved on february 7, 2015, from :
-- http ://nl.wikipedia.org/wiki/Kinderboekenweek
Atelier 16
References
-- Auger, N. (2007). « Les enjeux communicationnels de l’explication dans les interactions verbales d’une classe de ZEP. », in Ela. Études de
linguistique appliquée, 2007/1 (n° 145). Paris : Klincksieck.
-- Consulté le 7 avril 2015 sur http ://www.cairn.info/zen.php?ID_ARTICLE=ELA_145_0069
-- Perrenoud, P. (1998). Réussir ou comprendre ? Les dilemmes classiques d’une démarche de projet. Genève .
-- Consulté le 7 avril 2015 sur http ://www.unige.ch/fapse/SSE/teachers/perrenoud/php_main/php_1998/1998_39.html
56
rencontre éducative
et interculturelle
Maroc - Pays-Bas 2015
Colophon
Editeurs
Titia Bredée, Henk Delger, Mustapha Echtouki,
Françoise Lucas, Youssef Nait Belaid et Tourya Saada
Traductions
HAN Language Centre (all texts in English) et Monaim Benrida
(Voorwoord)
Photos
-- Françoise Lucas: cover, title page and pages 7, 11, 14–15, 17, 19,
25 (foto’s rechts), 29, 31, 33, 37, 39, 43, 49, 51, 52–53
-- Ilja van Bree pages 2–3, 8–9, 13, 21, 22, 25 (foto links), 44–45,
46–47, 55
© Creative Commons
-- Wouter Kersbergen: pages 50–51
Tirage 200 copies
Date avril 2015
Design BUREAUKETEL.NL
Edition2015
ISBNn978-90-8707-038-0

Magazine de la cinquième rencontre éducative et

Transcription

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