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teaching:adamboxer-approche_pas_a_pas_des_travaux_pratiques [2022/03/02 09:15] – villersd | teaching:adamboxer-approche_pas_a_pas_des_travaux_pratiques [2022/03/17 10:55] (Version actuelle) – villersd | ||
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- Ensuite, faites de même pour mesurer la masse de marbre. Expliquez clairement qu'il est important de retirer le dispositif de la balance entre les ajouts et pourquoi. Discutez comme ci-dessus de la nécessité d'une masse de marbre contrôlée, | - Ensuite, faites de même pour mesurer la masse de marbre. Expliquez clairement qu'il est important de retirer le dispositif de la balance entre les ajouts et pourquoi. Discutez comme ci-dessus de la nécessité d'une masse de marbre contrôlée, | ||
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+ | ---- | ||
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+ | CHAPTER 39 THE SLOW PRACTICAL, Adam Boxer, 2021 | ||
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+ | Sarah' | ||
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+ | Student desks | demo desk | Sarah' | ||
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+ | First, she gathers students to the demo desk, where she has all her equipment in a tray along with a couple of mini-whiteboards. | ||
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+ | 'Today we are going to be carrying out a reaction to make copper sulfate [writes ' | ||
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+ | I have here some copper oxide and some sulphuric acid [holds up the copper oxide]. This is copper oxide. Can anyone describe its appearance to me?... This is sulphuric acid; can anyone describe its appearance to me?... There are a couple of hazards involved with these two substances... [gives safety information and checks for understanding]. | ||
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+ | Good. Now, without talking, I'd like everyone to very quickly go back to their place, stand behind their bench and turn to look at me... Can someone repeat those instructions back to me... Jimmy?... Good... now, off you go.' | ||
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+ | Sarah remains in her position and waits for the students to carry out her instructions. | ||
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+ | 'You are going to be working in pairs, and each of you will have different jobs. One of you is called ' | ||
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+ | All right. Put your hand up if you are an A... excellent. When I say go, if you are an A you are going to go and get the sulphuric acid and copper oxide. Put your hand up if you are a B... good. When I say go, you are going to first tidy up your desk so all books are closed and clear, then you are going to get goggles. So A will go get copper oxide and sulphuric acid, and B will tidy the desks and get goggles. Please repeat the instructions back to me... David?... OK, and go.' | ||
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+ | Sarah waits in position and scans the room. Students quickly get back to their benches, and from her position she says: | ||
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+ | ' | ||
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+ | [Sarah follows her walking route, and at the end of each row quickly scans down the row looking at the equipment, All the students are still and quiet, and the equipment is all laid out in the prescribed manner, making it extremely easy for Sarah to spot anything that is out of place. Sarah returns to the demo desk.] | ||
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+ | ' | ||
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+ | 'Can someone tell me why it's important to keep our chairs under the desk and not in the middle of the path?... [discusses safety with group]... | ||
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+ | 'The next step of the practical is to measure out our acid. For this we are going to use this [holds up a measuring cylinder]. Can someone remind me why we use these?... And someone remind me of the hazard involved... I need to measure out 20 cm³. That's the same as ' | ||
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+ | Sarah stays in her position and scans the room as the students return. | ||
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+ | '`Well done, looks good. I would like everybody to turn around though, and look at Mike's desk. What isn't safe about Mike's desk?... Yeah, that's right. The acid is right at the edge of the desk, which means someone could easily knock it off. Mike, just quickly go back and put it in the middle of the desk...' | ||
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+ | **Comments** | ||
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+ | In this lesson, Sarah expertly demonstrates a technique called **The Slow Practical**. The idea behind **The Slow Practical** is to break down the practical into smaller steps, and intertwine student practical activity with teacher demonstration. Sarah' | ||
+ | * No step is unmanageable for the students, and it is a lot easier for them to mimic what Sarah has done than it is to follow a complex written instruction. | ||
+ | * Because all students are roughly doing the same thing at the same time, it's very easy for her to spot errors or sources of risk. | ||
+ | * Sarah follows the **wood → trees → wood DOT** as she can clearly explain to students what it is they are going to be doing at the outset, and then link that framing at each point when she demonstrates the next step. | ||
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+ | Most importantly, | ||
+ | * How can I tell a chemical reaction has taken place? | ||
+ | * Why is there some copper oxide left at the bottom? | ||
+ | * has the copper oxide dissolved? | ||
+ | * Why do I want to make sure it doesn' | ||
+ | * When I filter it, what is the residue? | ||
+ | * Why does the copper oxide get left behind during filtering? | ||
+ | | ||
+ | **The Slow Practical** frees teachers from the busy chaos of the traditional practical lesson — a chaos where students are often highly engaged but learning little. Crucially, it can be deployed with pretty much any purpose you might have for conducting a practical. Even if a teacher is intending to allow students to discover some scientific precept for themselves or to establish an unknown correlation or relationship, | ||
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+ | Importantly, | ||
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+ | <note tip> | ||
+ | Chapter take-homes: | ||
+ | * Whatever the practical' | ||
+ | * Use the staggered approach to not only help students carry out technically demanding techniques but also help them focus on the scientific content involved. | ||
+ | </ | ||
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+ | ===== Traduction automatique ===== | ||
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+ | CHAPITRE 39 **The Show Practical**, | ||
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+ | La classe de Sarah doit préparer du sulfate de cuivre en faisant d' | ||
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+ | Bureaux des élèves | Bureau de démonstration | Parcours de Sarah | ||
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+ | Tout d' | ||
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+ | Aujourd' | ||
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+ | J'ai ici de l' | ||
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+ | Bien. Maintenant, sans parler, j' | ||
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+ | Sarah reste à sa place et attend que les élèves exécutent ses instructions. | ||
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+ | Vous allez travailler par deux, et chacun d' | ||
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+ | Très bien. Levez la main si vous êtes un A... excellent. Quand je dis " | ||
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+ | Sarah attend en position et scrute la salle. Les élèves retournent rapidement à leurs bancs, et depuis sa position, elle dit : | ||
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+ | Super, bravo à tous. Bravo à Simi pour avoir mis ses lunettes de protection... [tous les autres élèves les mettent maintenant]... Je vais juste marcher rapidement sur le côté de la salle pour voir si tout le monde a fait ce que je voulais. Je ne veux pas entendre un mot pendant que je fais ça..." | ||
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+ | [Tous les élèves sont calmes et silencieux, et le matériel est disposé de la manière prescrite, ce qui permet à Sarah de repérer très facilement tout ce qui n'est pas à sa place. Sarah retourne au bureau de démonstration.] | ||
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+ | ... Il y a quelques uns d' | ||
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+ | Quelqu' | ||
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+ | L' | ||
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+ | Sarah reste en place et balaie la salle du regard lorsque les élèves reviennent. | ||
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+ | Bien joué, ça a l'air bon. J' | ||
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+ | **Commentaires** | ||
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+ | Dans cette leçon, Sarah démontre de manière experte une technique appelée **The Slow Practical**. L' | ||
+ | * Aucune étape n'est impossible à gérer pour les élèves, et il est beaucoup plus facile pour eux d' | ||
+ | * Comme tous les élèves font à peu près la même chose en même temps, il est très facile pour elle de repérer les erreurs ou les sources de risque. | ||
+ | * Sarah suit le **bois → arbres → bois DOT** car elle peut expliquer clairement aux élèves ce qu'ils vont faire au départ, puis relier ce cadrage à chaque point lorsqu' | ||
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+ | Plus important encore, cela lui permet d' | ||
+ | * Comment puis-je savoir qu'une réaction chimique a eu lieu ? | ||
+ | * Pourquoi reste-t-il de l' | ||
+ | * L' | ||
+ | * Pourquoi dois-je m' | ||
+ | * Quand je le filtre, quel est le résidu ? | ||
+ | * Pourquoi l' | ||
+ | | ||
+ | **The Slow Practical** libère les enseignants du chaos de la leçon pratique traditionnelle - un chaos où les élèves sont souvent très engagés mais apprennent peu. Il est important de noter qu'il peut être déployé dans presque tous les cas de figure où l'on souhaite réaliser un TP. Même si un enseignant a l' | ||
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+ | Il est important de noter que le mot " | ||
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+ | <note tip> | ||
+ | Les leçons à retenir du chapitre : | ||
+ | * Quel que soit le but de la pratique, **The Slow Practical** est un outil extrêmement puissant pour la délivrer. | ||
+ | * Utilisez l' | ||
+ | </ | ||
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+ | ===== Exemples proposés par les étudiants ===== | ||
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+ | FIXME | ||
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+ | ===== Divers ===== | ||
+ | * Commentaires et discussion sur la capacité cognitive d' | ||
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+ | {{url> | ||