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L’injonction à la créativité est répandue dans le monde du travail mais à l’école, elle semble souvent réservée aux petites classes ou aux filières artistiques. Dans ce dossier, nous envisageons cette notion comme compétence à développer et comme levier pour les apprentissages à tous les âges et dans toutes les disciplines

[description_short] =>

Dossier coordonné par CAROLINE ELISSAGARAY ET ANGÉLIQUE LIBBRECHT

L’injonction à la créativité est répandue dans le monde du travail, mais à l’école, elle semble souvent réservée aux petites classes ou aux filières artistiques. Dans ce dossier, nous envisageons cette notion comme compétence à développer et comme levier pour les apprentissages à tous les âges et dans toutes les disciplines

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[description_short] =>

L’injonction à la créativité est répandue dans le monde du travail, mais à l’école, elle semble souvent réservée aux petites classes ou aux filières artistiques. Dans ce dossier, nous envisageons cette notion comme compétence à développer et comme levier pour les apprentissages à tous les âges et dans toutes les disciplines.

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[description_short] =>

L’injonction à la créativité est répandue dans le monde du travail, mais à l’école, elle semble souvent réservée aux petites classes ou aux filières artistiques. Dans ce dossier, nous envisageons cette notion comme compétence à développer et comme levier pour les apprentissages à tous les âges et dans toutes les disciplines.

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Dossier coordonné par SYLVIE GRAU ET ISABEL PANNIER

n° 568 MARS-AVRIL

Sans évincer la dimension critique des débats sur l’évaluation, notre dossier est centré sur le lien entre l’évaluation et les apprentissages du point de vue de l’élève, pour mieux comprendre en quoi ce jugement permet à l’élève d’avancer, par son effet sur sa motivation, ou sur ses connaissances et compétences.

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[description_short] =>

Sans évincer la dimension critique des débats sur l’évaluation, notre dossier est centré sur le lien entre l’évaluation et les apprentissages du point de vue de l’élève, pour mieux comprendre en quoi ce jugement permet à l’élève d’avancer, par son effet sur sa motivation, ou sur ses connaissances et compétences.

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[description_short] =>

Sans évincer la dimension critique des débats sur l’évaluation, notre dossier est centré sur le lien entre l’évaluation et les apprentissages du point de vue de l’élève, pour mieux comprendre en quoi ce jugement permet à l’élève d’avancer, par son effet sur sa motivation, ou sur ses connaissances et compétences.

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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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