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n° 567 Février 2021

[description_short] =>

Dossier coordonné par PEGGY COLCANAP ET JEAN-MICHEL ZAKHARTCHOUK

n° 567

Aujourd’hui se multiplient les pratiques visant à développer l’attention des élèves, de la méditation de pleine conscience à des dispositifs s’appuyant ou non sur des recherches cognitives. Nous revenons dans ce dossier sur la notion même d’attention et tout ce qu’elle implique comme activités et postures en classe.

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[description_short] =>

Aujourd’hui se multiplient les pratiques visant à développer l’attention des élèves, de la méditation de pleine conscience à des dispositifs s’appuyant ou non sur des recherches cognitives. Nous revenons dans ce dossier sur la notion même d’attention et tout ce qu’elle implique comme activités et postures en classe.

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[description_short] =>

Aujourd’hui se multiplient les pratiques visant à développer l’attention des élèves, de la méditation de pleine conscience à des dispositifs s’appuyant ou non sur des recherches cognitives. Nous revenons dans ce dossier sur la notion même d’attention et tout ce qu’elle implique comme activités et postures en classe.

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[description_short] =>

Dossier coordonné par RACHEL HARENT ET CÉLINE WALKOWIAK

n° 566

L’image d’Épinal veut que l’enseignant soit seul dans sa classe face aux élèves. Or, de nombreuses pratiques de co-intervention, régulières ou ponctuelles, existent au sein des classes. Ce dossier s’intéressera donc à la co-intervention et au coenseignement, à ces espaces-temps où on est deux en classe avec les élèves.

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[description_short] =>

L’image d’Épinal veut que l’enseignant soit seul dans sa classe face aux élèves. Or, de nombreuses pratiques de co-intervention, régulières ou ponctuelles, existent au sein des classes. Ce dossier s’intéressera donc à la co-intervention et au coenseignement, à ces espaces-temps où on est deux en classe avec les élèves.

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[description_short] =>

L’image d’Épinal veut que l’enseignant soit seul dans sa classe face aux élèves. Or, de nombreuses pratiques de co-intervention, régulières ou ponctuelles, existent au sein des classes. Ce dossier s’intéressera donc à la co-intervention et au coenseignement, à ces espaces-temps où on est deux en classe avec les élèves.

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Dossier coordonné par BEN AÏDA et ÉLISABETH BUSSIENNE

n° 565 décembre 2020

La compréhension occupe-t-elle la place qu’elle devrait dans l’enseignement de la lecture ? Si le travail de compréhension s’est longtemps borné à la «  vérification  » par des questions, orales ou écrites, les dispositifs et les pratiques se sont diversifiés, et comprendre est devenu un objet d’enseignement.

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La compréhension occupe-t-elle la place qu’elle devrait dans l’enseignement de la lecture ? Si le travail de compréhension s’est longtemps borné à la «  vérification  » par des questions, orales ou écrites, les dispositifs et les pratiques se sont diversifiés, et comprendre est devenu un objet d’enseignement.

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[description_short] =>

La compréhension occupe-t-elle la place qu’elle devrait dans l’enseignement de la lecture ? Si le travail de compréhension s’est longtemps borné à la «  vérification  » par des questions, orales ou écrites, les dispositifs et les pratiques se sont diversifiés, et comprendre est devenu un objet d’enseignement.

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