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<title>What principles guide the design of teaching content?</title>
<link>https://myeducationadvice.com/what-principles-guide-the-design-of-teaching-content/</link>
<comments>https://myeducationadvice.com/what-principles-guide-the-design-of-teaching-content/#respond</comments>
<dc:creator><![CDATA[admin]]></dc:creator>
<pubDate>Wed, 19 Mar 2025 06:04:22 +0000</pubDate>
<category><![CDATA[Teaching]]></category>
<guid isPermaLink="false">https://myeducationadvice.com/?p=174</guid>
<description><![CDATA[<p>13 ViewsAccording to Marsh and Willis, seven major conceptions of the “curriculum” can be identified (Adamson & Morris, 2010): – as “classical heritage,” referring to academic teachings such as grammar, reading, rhetoric, and mathematics (the “humanities” of the early universities of the Middle Ages). This heritage situation leaves one perplexed as to the capacity for […]</p>
<p>The post <a href="https://myeducationadvice.com/what-principles-guide-the-design-of-teaching-content/" target="_blank">What principles guide the design of teaching content?</a> first appeared on <a href="https://myeducationadvice.com/" target="_blank">https://myeducationadvice.com</a>.</p>]]></description>
<content:encoded><![CDATA[<div class='epvc-post-count'><span class='epvc-eye'></span> <span class="epvc-count"> 13</span><span class='epvc-label'> Views</span></div><p style="text-align: justify;">According to Marsh and Willis, seven major conceptions of the “curriculum” can be identified (Adamson & Morris, 2010):</p>
<p style="text-align: justify;">– as “classical heritage,” referring to academic teachings such as grammar, reading, rhetoric, and mathematics (the “humanities” of the early universities of the Middle Ages). This heritage situation leaves one perplexed as to the capacity for innovation (Gauthier, 2006);</p>
<p style="text-align: justify;">– as “established knowledge,” assuming that subjects and content revolve around disciplines, components of the organization of educational institutions;</p>
<p style="text-align: justify;">– according to “social utility”: curricula are also based on subjects, but these are determined according to their usefulness for contemporary society, with a view to transmitting skills and knowledge useful to students in their life after school.</p>
<p style="text-align: justify;">– within the framework of “planned learning”, that is to say all learning activities for which the school would be responsible (teaching tolerance, critical thinking, extracurricular activities);</p>
<p style="text-align: justify;">– taking into account “learning through experience”, which takes into account all experiences received in the school setting. Marsh and Willis speak of a “hidden curriculum” referring to social values (reinforced or not, knowingly or not by the institution);</p>
<p style="text-align: justify;">– linked to a “personal transformation”, namely that undergone by the teacher in the learning/<a href="https://myeducationadvice.com/"><span style="color: #0000ff;"><strong>teaching process</strong></span></a>;</p>
<h3 style="text-align: justify;">– perceiving all “life experiences” as curricula.</h3>
<p style="text-align: justify;">The first two approaches focus primarily on the content taught, the second two focus on the broader goals of education, and the last three focus on the ” processes of change experienced by those involved in educational enterprises .”</p>
<p style="text-align: justify;">” If secondary education for all is an increasingly widespread reality, this has very often been with curricular objectives and a reference culture that have not really been redefined: a “comprehensive” culture is in fact even more difficult to define and put in place than a “comprehensive” school, because it is at this moment that the cultural differences between the various groups, social egoisms, the ideological choices of each, the models of relationships to knowledge and to school are revealed ” (Gauthier, 2006).</p>
<h3 style="text-align: justify;">Questionable or contested choices</h3>
<p style="text-align: justify;">Concretely, what is the impact of this ideological dimension on the content? ” Each school discipline is a construct, around a ceaseless search for the truth… whose always provisional nature is known ” (Develay, 2010). Contrary to a spontaneous opinion, there is not a limited field of knowledge that everyone agrees to consider universal and necessary to transmit. A few examples illustrate the volatility of true knowledge: in the past, medical studies aimed to treat a patient, today we are interested in illness; the Pythagorean theorem was not “invented” by Pythagoras; should the French Revolution be limited by the years 1789-1799 (Develay, 2010)? What is the truth that legitimizes the introduction of this or that subject into the study programs (statistics in the teaching of mathematics, assisted reproduction in SVT, etc.)?</p>
<p style="text-align: justify;">As long as the principles of “classical heritage” or “established knowledge” prevailed, the curricula were not or hardly contested. The economic upheavals of the mid-1970s generated other expectations from society and a critical movement towards the “established” curricula and a desire to revise, modernize, adapt school curricula .</p>
<p style="text-align: justify;">Since then, there has been a pendulum movement between demands that, according to detractors, are considered conservative, neo-liberal, corporatist, and modernist.</p>
<h3 style="text-align: justify;">Training global citizens or protecting knowledge</h3>
<p style="text-align: justify;">The concept of the knowledge society has evolved with the growing accessibility of this knowledge.The teaching of “live issues” is one of the indicators of this concern: how can we make sense of historical events that bring injustice and ideological extremism? How can we consider a scientific advance that might conflict with ethical values?</p>
<p style="text-align: justify;">Conversely, openness to the world does not mean subjugating educational content to mass culture. Educational policies must interpret the concepts of “knowledge society” and “lifelong learning” in the design of educational content (Gauthier, 2006).</p>
<p style="text-align: justify;">Citizenship education, for example, is part of most curricula, but this citizenship oscillates between global, democratic citizenship and political, national citizenship (Feyfant, 2010). The other concern of educational policies is to prepare these future citizens for the world of work. Entrepreneurship programs are being rolled out in secondary schools; they are already present in primary schools in some countries (Canada). In this spirit, economic and social science programs would undoubtedly deserve to be promoted and integrated thoughtfully throughout schooling.</p>
<p style="text-align: justify;">” Of course, schools and the decisions made there regarding content are likely to have repercussions on the economy, on the dissemination of technologies, on the attention paid to the environment, on the quality of the democratic process, on public health, on relations between groups and peoples, etc., but schools constantly act “in context” in these different areas: their action is important, but it is not up to them to achieve full employment, to establish health, to reduce poverty or to administer justice ” (Gauthier, 2006).</p><p>The post <a href="https://myeducationadvice.com/what-principles-guide-the-design-of-teaching-content/" target="_blank">What principles guide the design of teaching content?</a> first appeared on <a href="https://myeducationadvice.com/" target="_blank">https://myeducationadvice.com</a>.</p>]]></content:encoded>
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<title>WHAT CONTENT FOR COMPULSORY EDUCATION?</title>
<link>https://myeducationadvice.com/what-content-for-compulsory-education/</link>
<comments>https://myeducationadvice.com/what-content-for-compulsory-education/#respond</comments>
<dc:creator><![CDATA[admin]]></dc:creator>
<pubDate>Sun, 16 Feb 2025 05:52:26 +0000</pubDate>
<category><![CDATA[Education]]></category>
<guid isPermaLink="false">https://myeducationadvice.com/?p=171</guid>
<description><![CDATA[<p>9 ViewsAny educational project should ensure a certain coherence between general educational goals, teaching content, its implementation, and its assessment. The history of education provides some keys to understanding how educational systems have relied on this or that structuring of knowledge to be taught, but the support of sociology or didactics is necessary to understand […]</p>
<p>The post <a href="https://myeducationadvice.com/what-content-for-compulsory-education/" target="_blank">WHAT CONTENT FOR COMPULSORY EDUCATION?</a> first appeared on <a href="https://myeducationadvice.com/" target="_blank">https://myeducationadvice.com</a>.</p>]]></description>
<content:encoded><![CDATA[<div class='epvc-post-count'><span class='epvc-eye'></span> <span class="epvc-count"> 9</span><span class='epvc-label'> Views</span></div><p style="text-align: justify;">Any <a href="https://myeducationadvice.com/"><span style="color: #0000ff;"><strong>educational project</strong></span></a> should ensure a certain coherence between general educational goals, teaching content, its implementation, and its assessment.</p>
<p style="text-align: justify;">The history of education provides some keys to understanding how educational systems have relied on this or that structuring of knowledge to be taught, but the support of sociology or didactics is necessary to understand the construction of teaching content, the choices favored by one or the other, the relationships between content, knowledge, know-how, and learning.</p>
<p style="text-align: justify;">How is teaching content created in Europe or the United States, what are the underlying ideologies, the methods of implementation, their assessment, and their reception by students?</p>
<p style="text-align: justify;">Teaching content cannot be fueled by university disciplines alone, with a pure vision of didactic transposition.</p>
<p style="text-align: justify;">Social practices and their interference with the school format presuppose the construction of other content, for knowledge other than just scholarly knowledge.</p>
<p style="text-align: justify;">The design of content must be considered within the broader framework of the curriculum, a process integrating didactic, sociological and pedagogical imperatives.</p>
<p style="text-align: justify;">An example of an autonomous discipline for evolving content: geography</p>
<h3 style="text-align: justify;">Bibliography</h3>
<p style="text-align: justify;">The recognition of a skills-based approach, particularly cross-curricular, transforms the approach to teaching content and provides a basis for “education in” and “autonomous” disciplines such as geography.</p>
<p style="text-align: justify;">Certainly, a number of ingredients are necessary to achieve this mission in the best possible conditions: teachers, “effective” teaching practices, an administrative and organizational framework for welcoming students, etc. However, it remains to be determined what knowledge should be transmitted and why.</p>
<p style="text-align: justify;">We would have liked to make a comparison of the answers given to these questions by countries comparable to France, but the terminology in this area makes the task difficult, even between French-speaking countries.</p>
<p style="text-align: justify;">In France, ” the programs define, for each cycle, the knowledge that must be acquired during the cycle, the expected skills and the methods that must be assimilated .” In Belgium, official texts set out ” reference frameworks for learning situations, learning content, whether compulsory or optional, and methodological guidelines that an organizing authority defines in order to achieve the skills set by the Government for a year, a level or a cycle ” ( enseignement.be ).</p>
<p style="text-align: justify;">A concept that is gaining more and more ground in the literature on educational content is that of curriculum. Its interpretations are multiple: it can be a tool for transmitting a heritage or an established process to guide teaching and define the desired learning [1] (Crahay, 2011). ” The curriculum can also refer to the cognitive and cultural dimension of teaching “, that is to say the content, knowledge, skills, representations, values transmitted by the school (Forquin, 2008).</p>
<p style="text-align: justify;">Finally, it is also necessary to consider, like Anglo-Saxon curriculum sociologists, that the contents of teaching or socialization are constructed from ” experience, impregnation, familiarization and diffuse inculcation ” (hidden curriculum).</p>
<p style="text-align: justify;">To construct our problem, we have chosen to circumscribe the subject by starting from the expression “teaching content”, which goes beyond the strict notion of disciplines and which associates knowledge content, didactics and evaluation, while knowing that the question of the choice of teaching content and its supervision in institutionalized programs is one of the blind spots of educational research (Forquin, 2008).</p>
<p style="text-align: justify;">Since the creation of a previous Current Affairs Report addressing teaching content from the perspective of curriculum reforms, within the framework of the common core of knowledge and skills (Rey, 2010), several countries including England, Belgium, Finland and France have decided to revise their curricula or teaching programs. Teaching content therefore deserves to be re-examined.</p>
<p style="text-align: justify;">In this summary note, we will adopt a vision ranging from the macro (national or regional level, depending on the educational systems) to the meso (what happens “on the ground”), without however going down to the micro level (in the classroom), in order to discuss the why of the teaching content but also the methods of its construction, and finally its implementation.</p>
<p style="text-align: justify;">Beyond the debates on the concepts of curriculum and skills, we will attempt to answer the questions: what do students know (or should know)? What place for disciplinary teaching? What role and status are assigned to study programs? Who defines and prepares them? Are they assessed?</p><p>The post <a href="https://myeducationadvice.com/what-content-for-compulsory-education/" target="_blank">WHAT CONTENT FOR COMPULSORY EDUCATION?</a> first appeared on <a href="https://myeducationadvice.com/" target="_blank">https://myeducationadvice.com</a>.</p>]]></content:encoded>
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<title>The school curriculum to the skills framework</title>
<link>https://myeducationadvice.com/the-school-curriculum-to-the-skills-framework/</link>
<comments>https://myeducationadvice.com/the-school-curriculum-to-the-skills-framework/#respond</comments>
<dc:creator><![CDATA[admin]]></dc:creator>
<pubDate>Wed, 15 Jan 2025 05:24:37 +0000</pubDate>
<category><![CDATA[ School]]></category>
<guid isPermaLink="false">https://myeducationadvice.com/?p=165</guid>
<description><![CDATA[<p>11 ViewsThe purpose of this dossier is not to question the status of skills in relation to knowledge or to know whether skills are contents or purposes (Daunay, 2010; Rey, 2008). Rather, it is to ask whether the skills-based approach makes it possible to make the link between academic knowledge, represented by the tools that […]</p>
<p>The post <a href="https://myeducationadvice.com/the-school-curriculum-to-the-skills-framework/" target="_blank">The school curriculum to the skills framework</a> first appeared on <a href="https://myeducationadvice.com/" target="_blank">https://myeducationadvice.com</a>.</p>]]></description>
<content:encoded><![CDATA[<div class='epvc-post-count'><span class='epvc-eye'></span> <span class="epvc-count"> 11</span><span class='epvc-label'> Views</span></div><p style="text-align: justify;">The purpose of this dossier is not to question the status of skills in relation to knowledge or to know whether skills are contents or purposes (Daunay, 2010; Rey, 2008). Rather, it is to ask whether the skills-based approach makes it possible to make the link between academic knowledge, represented by the tools that are disciplines or textbooks, and the student’s environment (Beckers & Voos, 2008). The reality of this link depends on the transposition of the ” expected skills and knowledge (declarative knowledge and procedures) required in each of the subjects of the curriculum ” (Beckers & Voos, 2008).</p>
<p style="text-align: justify;"><a href="https://myeducationadvice.com/"><span style="color: #0000ff;"><strong>Since skills frameworks</strong></span></a> must inspire teaching practices and content, what can we deduce from skills frameworks regarding the treatment of knowledge/disciplines/skills/knowledge?</p>
<p style="text-align: justify;">When, in 2011, B. Daunay inaugurated the conference of the Association for Comparative Research in Didactics (ARCD), he questioned the place of didactics in the reorganization of content. The vocabulary used suggests that these changes do not seem to him to be in favor of didacticians (of the disciplines): he speaks of ” uncertain disciplinary spaces “; of ” constant inventions of ‘education to’ “; of devices that question ” the sources of theoretical legitimacy ” of prescribed content. He seems doubtful about the simultaneous (and competing) introduction of the notion of a base and a return to fundamentals and observes an ” invasion of the notion of competence ” against which ” didactics could contribute to vigilance regarding its use ” (Daunay, 2013).</p>
<p style="text-align: justify;">In fact, in the field of French-speaking countries, we see that the work of researchers on content and skills comes mainly from Belgium or Quebec, with the French remaining most of the time in a position of mistrust with regard to skills which threaten academic disciplines.</p>
<h3 style="text-align: justify;">In the French Community of Belgium</h3>
<p style="text-align: justify;">Texts relating to the teaching of French use the term “disciplinary knowledge”; in history these are “key moments and conceptual tools”; in modern languages, “knowledge: contents” are cited; in science, these are “knowledge” when economics deals with “objects” or social sciences are structured around “problems”.</p>
<p style="text-align: justify;">But skills are not only disciplinary, they are also transversal. Here again, poorly defined, they are associated in the texts with attitudes, know-how or even ” mental and methodological approaches common to different disciplines ” (Beckers & Voos, 2008). Transversal skills are absent for certain disciplines (French, modern languages) or widely discussed for others (history, mathematics, science, etc.).</p>
<p style="text-align: justify;">Another difficulty when developing programs: it is not just a matter of defining content, but also everything that will enable the teacher to appropriate the knowledge to be taught and the students to acquire the knowledge (the transition from the formal curriculum to the real curriculum, via the hidden curriculum).</p>
<h3 style="text-align: justify;">The need for a continuum throughout schooling</h3>
<p style="text-align: justify;">The idea of a common core of knowledge and skills should be reflected in the organization of the education system based on a basic school, corresponding to compulsory education, which is entered, depending on the country, between the ages of 4 and 6, and which ends between the ages of 14 and 18. This single school is effective in around ten European countries. This continuous path does not necessarily translate into better results in international PISA assessments, but seems more equitable (less inequalities due to socio-economic background and a narrower range of academic performance). School programs are often compared to a cultural or intellectual map (static view) in opposition to the idea of a path (dynamic view, see Salatin, 2011).</p>
<p style="text-align: justify;">In his contribution to the latest English curriculum reform , T. Oates notes that ” the structural progression of the national curriculum has made it possible to limit the inappropriate repetition of content as pupils progress through their schooling ” (Oates, 2011). ” The core structure has made it possible to better support pupils’ transition from one cycle to the next, whereas previously the most vulnerable pupils experienced this transition badly ” (Oates, 2011).</p>
<p style="text-align: justify;">In the Belgian CF , a survey of 18,000 teachers and directors highlights three major difficulties: ” the programs do not help us to construct a logical sequence of learning between cycles, within cycles and within the year; knowledge and know-how are insufficiently identified and linked to skills; in terms of evaluation, there is a total lack of benchmarks ” (Cartuyvels, 2011).</p><p>The post <a href="https://myeducationadvice.com/the-school-curriculum-to-the-skills-framework/" target="_blank">The school curriculum to the skills framework</a> first appeared on <a href="https://myeducationadvice.com/" target="_blank">https://myeducationadvice.com</a>.</p>]]></content:encoded>
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<title>TRAINING TO SUCCESSFULLY MANAGE TECH PRODUCTS</title>
<link>https://myeducationadvice.com/training-to-successfully-manage-tech-products/</link>
<comments>https://myeducationadvice.com/training-to-successfully-manage-tech-products/#respond</comments>
<dc:creator><![CDATA[admin]]></dc:creator>
<pubDate>Sun, 12 Jan 2025 05:37:04 +0000</pubDate>
<category><![CDATA[Training]]></category>
<guid isPermaLink="false">https://myeducationadvice.com/?p=168</guid>
<description><![CDATA[<p>10 ViewsCompanies, whether startups, SMEs, or large corporations, increasingly need people who can effectively manage the development of their digital products. This need has given rise to a specific job: that of Product Manager . Their role is simple to understand, but essential: to ensure that a product truly meets user expectations while respecting technical […]</p>
<p>The post <a href="https://myeducationadvice.com/training-to-successfully-manage-tech-products/" target="_blank">TRAINING TO SUCCESSFULLY MANAGE TECH PRODUCTS</a> first appeared on <a href="https://myeducationadvice.com/" target="_blank">https://myeducationadvice.com</a>.</p>]]></description>
<content:encoded><![CDATA[<div class='epvc-post-count'><span class='epvc-eye'></span> <span class="epvc-count"> 10</span><span class='epvc-label'> Views</span></div><p style="text-align: justify;">Companies, whether startups, SMEs, or large corporations, increasingly need people who can effectively manage the development of their digital products. This need has given rise to a specific job: that of Product Manager . Their role is simple to understand, but essential: to ensure that a product truly meets user expectations while respecting technical constraints and the company’s objectives. They coordinate teams, set priorities, and monitor results. To access this position, intuition or field experience is not enough: appropriate training is essential to master the methods, tools, and specific challenges of product management.</p>
<h2 style="text-align: justify;">What does a Product Manager do?</h2>
<p style="text-align: justify;">The Product Manager (or digital product manager) is the person responsible for leading the creation, development, and success of a digital product: mobile application, website, online platform, SaaS software, etc. They do not code themselves or design the interfaces, but they are the ones who define the direction of the product and coordinate the efforts of all the teams involved: developers, designers, marketing, customer support, etc.</p>
<p style="text-align: justify;">Their role is therefore both strategic and operational : they must understand business issues, translate needs</p>
<p style="text-align: justify;">In digital companies, the Product Manager has become an essential link in transforming an idea into a coherent, useful and profitable digital product .</p>
<h3 style="text-align: justify;">Why train?</h3>
<p style="text-align: justify;">While some people become PMs through internal development, training remains the best way to learn the profession in a structured manner . It allows you to acquire a solid methodology , based on proven practices.</p>
<p style="text-align: justify;">When managing a digital product, improvisation is not an option. You need to know how to prioritize features, frame an agile sprint, write understandable user stories, and convince teams with a wide variety of backgrounds.</p>
<p style="text-align: justify;">By training, you gain credibility, develop a clear and coherent product vision , and prepare yourself for the real expectations of companies. It’s also an excellent lever for changing careers if you come from marketing, development, or project management. What training according to your profile and objectives?</p>
<p style="text-align: justify;">Today, there are many ways to train as a Product Manager. The choice depends on your current situation, your availability, your professional ambitions, and your level of education.</p>
<p style="text-align: justify;">For students or recent graduates from a digital-related field, pursuing a course at a business school, web school, or university can be a good option. These courses are often offered as initial training or work-study programs .</p>
<h3 style="text-align: justify;">Bootcamps and intensive training</h3>
<p style="text-align: justify;">Ideal for people in professional retraining or rapidly upgrading their skills , these short formats (often 8 to 12 weeks) allow you to acquire the fundamentals of the Product Manager profession through practical cases, concrete projects and personalized support.</p>
<p style="text-align: justify;">These bootcamps are generally offered by private schools or continuing education organizations . They are aimed at former developers as well as marketing profiles, project managers, or consultants looking to move into a product position.</p>
<h3 style="text-align: justify;">Online training (MOOCs and e-learning)</h3>
<p style="text-align: justify;">If you are currently employed or have little time to devote to <a href="https://myeducationadvice.com/"><span style="color: #0000ff;"><strong>training, distance learning courses</strong></span></a> can be a good solution for discovering the profession at your own pace. Many platforms offer certified MOOCs or specialized programs , sometimes accompanied by practical projects:</p>
<p style="text-align: justify;">Before choosing, ask yourself the right questions: What is my availability? Do I need a recognized diploma or rapid skills development? Do I prefer an in-person, hybrid, or 100% online format? Do I need support?</p>
<h3 style="text-align: justify;">Do you know the HETIC Product Manager Masters?</h3>
<p style="text-align: justify;">If you are looking for a comprehensive, professional and recognized training in the digital world, the HETIC Product Manager Master’s is one of the best options available to you. Accessible from a Bac+3, this 2-year work-study program delivers a level 7 RNCP title , certified by the State, which makes it a training valued on the job market.</p>
<p style="text-align: justify;">HETIC (Hautes Études des Technologies de l’Information et de la Communication) is a school founded in 2001, regularly ranked number 1 among web schools by Le Figaro. Its master’s degree trains future Product Managers capable of leading innovative digital projects , by teaching them key skills: agile project management, product strategy, UX design, data analysis, digital marketing, etc.</p>
<p style="text-align: justify;">The program is based on active teaching: professional speakers, concrete projects, teamwork, and personalized support. The result: 95% of graduates find employment quickly , often in positions of responsibility such as Junior Product Manager, Product Owner or in digital start-ups and scale-ups.</p>
<p style="text-align: justify;">This training is aimed at both students and professionals returning to study, motivated by a career focused on innovation, product management and technology.</p>
<h3 style="text-align: justify;">What career after training?</h3>
<p style="text-align: justify;">Once trained, the Junior Product Manager position is often the first step. You will work directly with a senior PM or Head of Product, on a defined product scope. This is an intense learning phase, which allows you to experience the real-world challenges of the profession.</p>
<p style="text-align: justify;">With experience, you can progress to roles such as Product Owner , Senior PM , and then Head of Product or Chief Product Officer (CPO) . These are strategic positions, often well-paid, and which directly influence the trajectory of companies.</p>
<p style="text-align: justify;">The salary of a junior Product Manager is between €38,000 and €45,000 gross per year , with rapid progression. In Paris, experienced profiles often exceed €60,000 , or even more in scale-ups.</p>
<p style="text-align: justify;">Retraining and becoming a Product Manager means choosing a career focused on the future, where technology is meaningful. By pursuing solid training, you’ll have every chance of entering a stimulating, creative, and constantly evolving world.</p><p>The post <a href="https://myeducationadvice.com/training-to-successfully-manage-tech-products/" target="_blank">TRAINING TO SUCCESSFULLY MANAGE TECH PRODUCTS</a> first appeared on <a href="https://myeducationadvice.com/" target="_blank">https://myeducationadvice.com</a>.</p>]]></content:encoded>
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<title>10 Learning Tips – The Best Way to Learn</title>
<link>https://myeducationadvice.com/10-learning-tips-the-best-way-to-learn/</link>
<comments>https://myeducationadvice.com/10-learning-tips-the-best-way-to-learn/#respond</comments>
<dc:creator><![CDATA[admin]]></dc:creator>
<pubDate>Tue, 24 Dec 2024 12:14:20 +0000</pubDate>
<category><![CDATA[Learning]]></category>
<guid isPermaLink="false">https://myeducationadvice.com/?p=159</guid>
<description><![CDATA[<p>15 ViewsHow can I learn more easily? How can I better connect different facts? What can I do to focus better? You may have already asked yourself a few questions about learning and would now like to optimize your learning process. In this article, you will find 10 tips for learning more successfully and effectively. […]</p>
<p>The post <a href="https://myeducationadvice.com/10-learning-tips-the-best-way-to-learn/" target="_blank">10 Learning Tips – The Best Way to Learn</a> first appeared on <a href="https://myeducationadvice.com/" target="_blank">https://myeducationadvice.com</a>.</p>]]></description>
<content:encoded><![CDATA[<div class='epvc-post-count'><span class='epvc-eye'></span> <span class="epvc-count"> 15</span><span class='epvc-label'> Views</span></div><p style="text-align: justify;">How can I learn more easily? How can I better connect different facts? What can I do to focus better? You may have already asked yourself a few questions about learning and would now like to optimize your learning process. In this article, you will find 10 tips for learning more successfully and effectively.</p>
<h2>1.Learning plan</h2>
<p style="text-align: justify;">To avoid stress, to avoid being pressed for time or to avoid losing sight of the big picture while studying, it is advisable to create your own learning plan . This way, you can manage your time better and work in a more focused manner.</p>
<h3>2. Learning environment</h3>
<p style="text-align: justify;">A tidy and orderly workspace can help you concentrate. Put away objects that distract you from your learning and ensure good lighting. Place a glass or bottle of water next to you and make sure you drink enough.</p>
<h3>3. Learning method</h3>
<p style="text-align: justify;">There are different<a href="https://myeducationadvice.com/"><span style="color: #0000ff;"><strong> learning methods</strong></span></a> to better memorize content. To name a few: writing summaries, creating mind maps, visualizing, reviewing with flashcards, the Pomodoro method , and many more. Be aware that everyone learns differently and memorizes things differently. Discover the best way for you to focus and memorize content. You’ll find many useful articles on the blog about this topic.</p>
<h3>4. School subject</h3>
<p style="text-align: justify;">Before you start studying, you should gather all the material on a given topic and get an overview. Then, divide the material into smaller units so that you can more easily mark certain areas as completed. Use colors and an attractive presentation to increase your motivation.</p>
<h3>5. Recovery and compensation</h3>
<p style="text-align: justify;">To protect yourself from stress and exhaustion and to stay focused and motivated, it is essential to take short and long breaks. No one can spend their time exclusively studying and working. Regeneration and compensation from everyday learning are at least as important as learning itself, because only then will you have enough energy and be able to continue learning in a focused and motivated manner. Therefore, make sure to schedule short breaks of 5 to 10 minutes to get some fresh air and stimulate blood circulation. Don’t forget long breaks of an hour to a whole day, during which you can exercise, socialize, or simply enjoy your free time.</p>
<h3>6. Sleep</h3>
<p style="text-align: justify;">In addition to breaks, sleep shouldn’t be neglected either. While you sleep, your brain processes the impressions you experienced during the day, internalizes connections, and thus consolidates what you’ve learned. Even supposedly lost learning content can be supplemented or restored. In this way, your brain organizes the information you’ve learned night after night. Furthermore, after a good night’s sleep, you’re refreshed and ready for the next learning session.</p>
<h3>7. Music or absolute silence?</h3>
<p style="text-align: justify;">It depends entirely on the subject you are studying and on yourself. Some people need absolute peace and quiet, others can concentrate in a cafe, and still others can concentrate better while listening to music . However, the music should be at the right tempo, neither too fast nor too slow. Classical music, chill-out music, and music specifically for concentration are the most suitable. The main thing is that the music doesn’t distract you.</p>
<h3>8. Variety</h3>
<p style="text-align: justify;">Break with the monotony and try to remember things in different ways. Look at learning content from different perspectives and consciously connect it. For example, don’t learn vocabulary with index cards alone, but use English post-its to label different objects in your apartment, or make a short list of the most difficult words that you can hang on your bathroom mirror and repeat while brushing your teeth. Furthermore, it’s advisable not to learn several languages in a row. If you learn similar information one after the other, they collide when stored in your memory. This makes it much harder for you to memorize it and makes it easier to make mistakes when recalling it. Therefore, if possible, you should learn the different languages at different times and days.</p>
<h3>9. Mnemonic devices</h3>
<p style="text-align: justify;">Mnemonics can be a real lifesaver for memorizing complicated learning content more easily and quickly. You’ll find some mnemonics online, but not for every subject. So be creative and create your own. For example:</p>
<h3 style="text-align: justify;">The swallow takes two “l”s because it flies with its two wings .</h3>
<p style="text-align: justify;">Math: The numerator is in the numerators . So the numerator is the top number in a fraction.</p>
<p style="text-align: justify;">To learn the word leaves, you have to think about the fact that every year all the leaves leave the trees. To leave in English is to quitter and therefore feuilles in English is leaves: “The leaves leave the trees. “</p>
<h3><strong>10. </strong>Repetition and monitoring of learning</h3>
<p style="text-align: justify;">When learning, repetition is essential. After reading just one lesson, you probably won’t be able to retain everything. That’s why you should always review the material and organize it from the beginning so that nothing new is added the day before the exam. Always check whether what you’ve learned is truly acquired. Recite it aloud, ask for quizzes, and explain it to your parents or friends.</p><p>The post <a href="https://myeducationadvice.com/10-learning-tips-the-best-way-to-learn/" target="_blank">10 Learning Tips – The Best Way to Learn</a> first appeared on <a href="https://myeducationadvice.com/" target="_blank">https://myeducationadvice.com</a>.</p>]]></content:encoded>
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<title>Teaching content and social practices</title>
<link>https://myeducationadvice.com/teaching-content-and-social-practices/</link>
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<dc:creator><![CDATA[admin]]></dc:creator>
<pubDate>Sun, 15 Dec 2024 05:15:07 +0000</pubDate>
<category><![CDATA[Teaching]]></category>
<guid isPermaLink="false">https://myeducationadvice.com/?p=162</guid>
<description><![CDATA[<p>13 ViewsLet us assume, like Chevallard in 1986, that the teaching system exists only because it is subject to the laws of didactic functioning. We would say, still like Chevallard, that interdisciplinarity is a utopia because it is not possible to operate differentiated systems, ” having modes of operation other than that of our current […]</p>
<p>The post <a href="https://myeducationadvice.com/teaching-content-and-social-practices/" target="_blank">Teaching content and social practices</a> first appeared on <a href="https://myeducationadvice.com/" target="_blank">https://myeducationadvice.com</a>.</p>]]></description>
<content:encoded><![CDATA[<div class='epvc-post-count'><span class='epvc-eye'></span> <span class="epvc-count"> 13</span><span class='epvc-label'> Views</span></div><p style="text-align: justify;">Let us assume, like Chevallard in 1986, that the teaching system exists only because it is subject to the laws of didactic functioning. We would say, still like Chevallard, that interdisciplinarity is a utopia because it is not possible to operate differentiated systems, ” having modes of operation other than that of our current teaching system – which requires delimited disciplinary fields .” We would undoubtedly add strong reservations about the introduction of new teaching objects .</p>
<p style="text-align: justify;">So, what would we say about Perrenoud’s proposal, in 1998, to link knowledge, practices and skills by revisiting didactic transposition?</p>
<p style="text-align: justify;">According to him, there is not only scholarly knowledge and taught knowledge, there are knowledge and practices that lead to a formal curriculum, based on objectives and programs; this curriculum, passing through the sieve of the teaching context, is transformed into a “real curriculum”, with <a href="https://myeducationadvice.com/"><span style="color: #0000ff;"><strong>teaching content,</strong></span></a> resulting in “affective and lasting learning”. Knowledge is not immutable (universal), it results from practices, choices and social contexts. Perrenoud therefore proposes a transposition that takes these practices into account, by adding, prior to the construction of the formal curriculum, stages of identification, description of practices, analysis of skills in action and cognitive resources mobilized, formulation of hypotheses in the design of training situations. Finally, before reaching the phase of lasting learning, he integrates the essential phase of taking into account the experience of learners.</p>
<p style="text-align: justify;">The point here is to question the relevance of content based solely on academic knowledge and whose purpose would be the pursuit of higher education, compared to other content defined in reference to social practices essential for the life of each citizen. Choosing only academic content would imply leaving families with the responsibility of providing a whole range of transversal knowledge and skills that play a critical role in personal, civic and professional life. Perrenoud also raises the question of whether the criticisms made of current programs are due to their academic limitations or to their socially segregative nature (Perrenoud, 2011).</p>
<p style="text-align: justify;">We can create a bridge between a transposition applied to the school form and that which juxtaposes social practices and knowledge, with the concept of “social practices of reference” as envisaged by J.-L. Martinand (1981): these are objective activities of transformation of a natural and human given (practices); which concern an entire social sector and not individual roles (social); there is no identity with didactic activities, only comparison (reference). Wishing to address issues within the framework of technical education, Martinand could not be satisfied with a transposition restricted to the sole reference to knowledge established in universities. He therefore envisaged a broader transposition, allowing both to measure the gaps between school activities and social practices, but also to control these gaps. This global vision of all the components of a practice (cultural, technical, etc.) has found a favorable echo among many didacticians and patricians of disciplines such as physical and sports education or technology and has undoubtedly given letters of nobility (for those who are willing to accept them) to all “education in [5] “.</p>
<p style="text-align: justify;">In the context of developing teaching content, it must be added, contrary to the reservations expressed by Chevallard in 1986, that education for sustainable development or citizenship, as well as activities that do not fall within a disciplinary framework such as certain projects, can be considered as carrying teaching content whose impact on learning is undeniable (Reverdy, 2013).</p>
<p style="text-align: justify;">If it is a question of constructing knowledge, then we must question the methods of constructing the content aimed at acquiring this knowledge.</p>
<h3 style="text-align: justify;">Content construction: how?</h3>
<p style="text-align: justify;">Currently, the main provisions guiding teaching content are most often defined by central authorities with a variable part left to curricular autonomy at the level of schools, teachers and even educational communities (including parents, local authorities, partners, etc.). In France, course programs are traditionally very centralized, with little room for initiative at the local level, but with pedagogical autonomy left to teachers to adapt the programs in the classroom and choose their resources (textbooks for example) and methods.</p><p>The post <a href="https://myeducationadvice.com/teaching-content-and-social-practices/" target="_blank">Teaching content and social practices</a> first appeared on <a href="https://myeducationadvice.com/" target="_blank">https://myeducationadvice.com</a>.</p>]]></content:encoded>
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<title>BOXING TRAINING: HOW TO PROGRESS IN 10 STEPS?</title>
<link>https://myeducationadvice.com/boxing-training-how-to-progress-in-10-steps/</link>
<comments>https://myeducationadvice.com/boxing-training-how-to-progress-in-10-steps/#respond</comments>
<dc:creator><![CDATA[admin]]></dc:creator>
<pubDate>Mon, 11 Nov 2024 12:04:04 +0000</pubDate>
<category><![CDATA[Training]]></category>
<guid isPermaLink="false">https://myeducationadvice.com/?p=154</guid>
<description><![CDATA[<p>16 ViewsThe first thing to do is to join a boxing club and take classes. The goal is to learn the basics from an expert in the discipline. This is especially important at this stage of your training. Starting a sport with shaky foundations will disrupt the rest of your training. It’s best to solidify […]</p>
<p>The post <a href="https://myeducationadvice.com/boxing-training-how-to-progress-in-10-steps/" target="_blank">BOXING TRAINING: HOW TO PROGRESS IN 10 STEPS?</a> first appeared on <a href="https://myeducationadvice.com/" target="_blank">https://myeducationadvice.com</a>.</p>]]></description>
<content:encoded><![CDATA[<div class='epvc-post-count'><span class='epvc-eye'></span> <span class="epvc-count"> 16</span><span class='epvc-label'> Views</span></div><p style="text-align: justify;">The first thing to do is to join a <a href="https://myeducationadvice.com/"><span style="color: #0000ff;"><strong>boxing club</strong></span></a> and take classes. The goal is to learn the basics from an expert in the discipline.</p>
<p style="text-align: justify;">This is especially important at this stage of your training. Starting a sport with shaky foundations will disrupt the rest of your training. It’s best to solidify your foundations before tackling building your boxing.</p>
<h2 style="text-align: justify;">YOU WILL BE DETERMINED</h2>
<p style="text-align: justify;">During your years at the boxing club, be diligent. Follow all the courses offered diligently. These workouts will also test your determination .</p>
<p style="text-align: justify;">As a reminder, boxing is a demanding sport. It can be practiced by anyone, of course, but to hope to perform at a higher level, you will need to focus closely on your training.</p>
<h3 style="text-align: justify;">YOU WILL MAKE MISTAKES</h3>
<p style="text-align: justify;">Furthermore, it’s an opportunity to make mistakes. Under the watchful eye of an expert instructor, you’ll receive guidance and progress more easily in boxing classes.</p>
<p style="text-align: justify;">Your coach analyzes your flaws and works with you to improve your strengths (and strengthen your weaknesses).</p>
<h3 style="text-align: justify;">YOU WILL TAKE A STEP BACK</h3>
<p style="text-align: justify;">But to get there, you’ll make mistakes. You’ll learn to unlearn bad fighting reflexes. And you’ll benefit from your coach’s experience to analyze your boxing style together. The goal is to maximize your potential <img src="https://s.w.org/images/core/emoji/16.0.1/72x72/1f4aa.png" alt="💪" class="wp-smiley" style="height: 1em; max-height: 1em;" />.</p>
<h3 style="text-align: justify;">TOGETHER YOU WILL PROGRESS</h3>
<p style="text-align: justify;">Of course, learning boxing should be done in line with your own goals. If you’re boxing for fun, you’ll mainly aim to exercise or stay in shape.</p>
<p style="text-align: justify;">Keep in mind that combat sports aren’t solo sports. You’ll find it easier to motivate each other. And above all, boxing classes are perfect for encouraging each other.</p>
<p style="text-align: justify;">Full contact American boxing club in Paris</p>
<h2 style="text-align: justify;">HOW TO TRAIN BOXING ALONE?</h2>
<h3 style="text-align: justify;">BODYBUILDING</h3>
<p style="text-align: justify;">Strength training is the first step in preparing you for boxing. It’s essential to strengthen your body.</p>
<p style="text-align: justify;">You can practice it using several pieces of equipment:</p>
<p style="text-align: justify;">Dumbbells : mainly arm work: biceps, triceps and shoulders.</p>
<p style="text-align: justify;">Pull-up bar : to work your back muscles. There are pull-up bar models that clip onto your door frame.</p>
<p style="text-align: justify;">Resistance bands : the latest trendy tool. Resistance bands are practical because they are versatile: pulley exercises for the chest, lifting for the biceps, increased resistance on push-ups, etc.</p>
<p style="text-align: justify;">Abdominal Wheel : As its name suggests, the wheel works your abdominal muscles. Be careful when performing this exercise. Many beginners compensate by arching their backs (which weakens the lower back). We recommend Alex Levand’s video to help you master this bodybuilding equipment.</p>
<p style="text-align: justify;">Bodyweight : The simplest form of strength training. You’ll only need your body and a few accessories (a dip chair, a stair step, or a lat bar, among others). Some of the most well-known and useful exercises for boxing include push-ups, diamond push-ups, burpees, mountain climbers, planks, squats, dynamic alternating lunges, and more.</p>
<h3 style="text-align: justify;">CARDIO TRAINING</h3>
<p style="text-align: justify;">Cardio is essential for lasting boxing workouts . Especially during sparring rounds.</p>
<p style="text-align: justify;">We don’t necessarily realize it, but boxing, dodging, defending yourself (and staying focused) for several minutes is a breathtaking exercise.</p>
<p style="text-align: justify;">In English boxing, for example, fighters fight 12 rounds of three minutes each, with a minute of rest in between.</p><p>The post <a href="https://myeducationadvice.com/boxing-training-how-to-progress-in-10-steps/" target="_blank">BOXING TRAINING: HOW TO PROGRESS IN 10 STEPS?</a> first appeared on <a href="https://myeducationadvice.com/" target="_blank">https://myeducationadvice.com</a>.</p>]]></content:encoded>
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<title>How to Organize Your Learning</title>
<link>https://myeducationadvice.com/how-to-organize-your-learning/</link>
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<dc:creator><![CDATA[admin]]></dc:creator>
<pubDate>Wed, 06 Nov 2024 11:55:51 +0000</pubDate>
<category><![CDATA[Learning]]></category>
<guid isPermaLink="false">https://myeducationadvice.com/?p=151</guid>
<description><![CDATA[<p>15 ViewsIn the era of digital learning, opportunities to learn on your own are multiplying. But learning is something you learn! We offer 10 practical tips for better managing your learning. We’re starting this week with the first four, which focus on organizing your learning. We’ll continue next week with six more, each covering a […]</p>
<p>The post <a href="https://myeducationadvice.com/how-to-organize-your-learning/" target="_blank">How to Organize Your Learning</a> first appeared on <a href="https://myeducationadvice.com/" target="_blank">https://myeducationadvice.com</a>.</p>]]></description>
<content:encoded><![CDATA[<div class='epvc-post-count'><span class='epvc-eye'></span> <span class="epvc-count"> 15</span><span class='epvc-label'> Views</span></div><p style="text-align: justify;">In the era of digital learning, opportunities to learn on your own are multiplying. But learning is something you learn! We offer 10 practical tips for better managing your learning. We’re starting this week with the first four, which focus on<a href="https://myeducationadvice.com/"><span style="color: #0000ff;"><strong> organizing your learning</strong></span></a>. We’ll continue next week with six more, each covering a different self-learning technique.</p>
<h2 style="text-align: justify;">1) Start with an assessment</h2>
<p style="text-align: justify;">Before getting started, take stock by answering a few essential questions:</p>
<p style="text-align: justify;">What motivates you to engage in a self-learning process: taking on a new position, changing careers, obtaining a certification, advancing in your field, etc.? And what will happen if you don’t achieve your learning goals? This will test your motivation.</p>
<p style="text-align: justify;">What skills do you already have in the field, what skills do you have only partially mastered, and what skills do you need to acquire? This will help you identify your learning priorities.</p>
<p style="text-align: justify;">How do you like to learn: alone? with books? on the internet? with colleagues? in training? etc.</p>
<p style="text-align: justify;">How much time will you be able to devote to your learning: less than one hour per week? between one and three hours per week? more than three hours per week?</p>
<p style="text-align: justify;">What resources are available to you for learning: libraries? websites and blogs? colleagues? professional networks? trainers and experts?</p>
<p style="text-align: justify;">By answering the last three questions, you will then be able to establish a learning strategy.</p>
<h3 style="text-align: justify;">2) Set ambitious and realistic learning goals</h3>
<p style="text-align: justify;">Break your training program down into progressive stages. Avoid lengthy steps: less than a month is a good rule of thumb. Start with the basics, the fundamentals. Without the basics, it’s difficult to navigate the next steps in your training.</p>
<p style="text-align: justify;">Tip: If you’re enrolled in a MOOC, be sure to complete the certification. If you’re learning on the job, ask your peers or your manager for feedback.</p>
<h3 style="text-align: justify;">3) Plan your learning</h3>
<p style="text-align: justify;">Aim for regular training (at least once a week). Set aside at least one to two hours if you need to write, read, or research ideas. It takes a minimum amount of time to get started and achieve truly effective production time.</p>
<p style="text-align: justify;">Be sure to also consider your learning space. It should be pleasant, with or without music depending on your tastes, but always conducive to your concentration.</p>
<p style="text-align: justify;">Tip: Plan your learning activities based on your concentration skills and use any wasted time to learn. E.g., while you’re watching TV, why not check Twitter at the same time? While you’re in the car, why not listen to a podcast related to your learning objectives? While you’re exercising, why not think about the structure of the document you need to write at the same time? And of course, while you’re on public transport, why not read or write your notes?</p>
<h3 style="text-align: justify;">4) Use a learning journal</h3>
<p style="text-align: justify;">A learning journal is a notebook, whether paper or digital, that allows you to collect all of your writing throughout your learning process. Like a logbook, it should be completed daily. Here are some of the sections you can include in your learning journal:</p>
<p style="text-align: justify;">Summary of his skills assessment</p>
<p style="text-align: justify;">Learning objectives and planning</p>
<p style="text-align: justify;">Reading notes, course notes, internship notes, MOOC or E-Learning notes</p>
<p style="text-align: justify;">Bibliography and links to reference articles</p>
<p style="text-align: justify;">Report of interviews with referents, experts, resource persons, etc.</p>
<p style="text-align: justify;">Report on experiments carried out during professional activity (feedback, incident analysis, report on particularly significant working days, etc.)</p>
<p style="text-align: justify;">Summary notes, problem-solving, mind maps, etc.</p>
<p style="text-align: justify;">Reflections on his learning journey</p>
<p style="text-align: justify;">Self-assessment report</p>
<p style="text-align: justify;">Etc.</p>
<p style="text-align: justify;">The learning journal allows you to remember nothing. It structures your learning by tracking it. It’s very interesting to reread it from time to time to see your progress and the evolution of your thinking on the topics you’ve worked on.</p><p>The post <a href="https://myeducationadvice.com/how-to-organize-your-learning/" target="_blank">How to Organize Your Learning</a> first appeared on <a href="https://myeducationadvice.com/" target="_blank">https://myeducationadvice.com</a>.</p>]]></content:encoded>
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<title>An educational offer that can be an economic issue</title>
<link>https://myeducationadvice.com/an-educational-offer-that-can-be-an-economic-issue/</link>
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<pubDate>Thu, 17 Oct 2024 11:41:51 +0000</pubDate>
<category><![CDATA[Education]]></category>
<guid isPermaLink="false">https://myeducationadvice.com/?p=148</guid>
<description><![CDATA[<p>19 ViewsThe educational content offering could be analyzed from the perspective of its relationship with the school market, its regulatory, management, and financing objectives, and its relationship to the autonomy of institutions. What is the economic model underlying the provision of educational content? Curriculum design can be regulated, unregulated, or planned by public authorities. Regulated […]</p>
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<content:encoded><![CDATA[<div class='epvc-post-count'><span class='epvc-eye'></span> <span class="epvc-count"> 19</span><span class='epvc-label'> Views</span></div><p style="text-align: justify;">The educational content offering could be analyzed from the perspective of its relationship with the school market, its regulatory, management, and financing objectives, and its relationship to the autonomy of institutions. What is the economic model underlying the provision of educational content? Curriculum design can be regulated, unregulated, or planned by public authorities.</p>
<p style="text-align: justify;">Regulated competition assumes that the products offered are homogeneous (equal caliber, nature, quality [6] ) and totally mobile. This model implies per capita financing and free choice of establishment; it is guided by the interest of the agents, the atomicity of the offer (no monopoly) and transparency towards consumers.</p>
<p style="text-align: justify;">Since no legislation imposes homogeneity, competition is said to be “unregulated.” Funding and autonomy criteria are supposed to guarantee lower costs.</p>
<p style="text-align: justify;">On the contrary , in a model of planning by public authorities, the autonomy of schools is limited, registrations are planned and regulated by a “school map”. Teaching content, textbooks and teaching time are imposed.</p>
<p style="text-align: justify;">In Europe, even where compulsory education is governed by a rather competitive model, as in Belgium, the Netherlands or the United Kingdom, we find that study programmes are regulated by a higher authority. However, institutions have greater autonomy regarding teaching times and methods, distribution, and the choice of options or textbooks (Delhaxhe, 2006).</p>
<p style="text-align: justify;">Research on the treatment of content in school textbooks sheds light on this organization of <a href="https://myeducationadvice.com/"><span style="color: #0000ff;"><strong>educational provision</strong></span></a>. While potentially revealing political, economic, and cultural motivations, textbooks are subject to market, resource, and power constraints (such as conflicts of interest). Textbooks are not only teaching aids but also sociocultural objects, repositories of values shared by the community.</p>
<h3 style="text-align: justify;">The development process</h3>
<ol style="text-align: justify;">
<li>Lewy (1978), who was interested in the development and evaluation of curricula (school programs), particularly in the late 1970s, proposed a typical process for the successful development of school programs, in three stages:</li>
</ol>
<p style="text-align: justify;"> planning, program outline: choice of objectives, content, teaching and learning strategies;</p>
<p style="text-align: justify;"> preparation of teaching materials: creation, organization into study cycles, testing, modification based on the results of these tests;</p>
<p style="text-align: justify;"> implementation: dissemination, quality control, re-examination of programs.</p>
<p style="text-align: justify;">As Mr. Crahay (2011) points out, ” it would be interesting to know how many curricula have been developed strictly following this approach “!</p>
<p style="text-align: justify;">Other schemes, intended to compare study programs, consider several aspects common to the processes of program construction (ideological and cultural influences, planning and development, implementation and reception by the student) and their translation into reality (from the point of view of decision-makers, teachers or students) but also research methods (Adamson & Morris, 2010).</p>
<p style="text-align: justify;">In England , the 1988 National Curriculum (currently being revised) defines four key stages structuring the 10 levels of compulsory education. It sets out disciplines, thematic areas including cross-curricular themes (such as awareness of economics and industry), and codifies knowledge and skills by area before developing progression models (Oates, 2011).</p>
<p style="text-align: justify;">In France , at the same time (late 1980s), the process of drafting new curricula took about ten months. In September, a framework letter was sent to the expert group set up for the occasion by the National Curriculum Council (CNP) and the Directorate of School Education (DESCO). Between October and February, the group drafted a proposal under the watchful eye of the DESCO ad hoc office . The proposal was then submitted to the CNP, but especially to the teachers concerned (national consultation in March-April). The final text was drafted in May, administered in June, and validated or not by the minister in July.</p>
<h3 style="text-align: justify;">A prescriptive dimension (more or less firm)</h3>
<p style="text-align: justify;">In developing standards, the goal of states has been to define norms ” that provide an understanding of what students are expected to learn, so that teachers and parents know how to help them “</p>
<p style="text-align: justify;">This shift in curriculum to a common core has changed the discourse on teaching content, introducing the “real world”, useful knowledge for better positioning in a competitive world.</p><p>The post <a href="https://myeducationadvice.com/an-educational-offer-that-can-be-an-economic-issue/" target="_blank">An educational offer that can be an economic issue</a> first appeared on <a href="https://myeducationadvice.com/" target="_blank">https://myeducationadvice.com</a>.</p>]]></content:encoded>
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<title>A transposition confined within its school framework?</title>
<link>https://myeducationadvice.com/a-transposition-confined-within-its-school-framework/</link>
<comments>https://myeducationadvice.com/a-transposition-confined-within-its-school-framework/#respond</comments>
<dc:creator><![CDATA[admin]]></dc:creator>
<pubDate>Fri, 04 Oct 2024 11:24:54 +0000</pubDate>
<category><![CDATA[ School]]></category>
<guid isPermaLink="false">https://myeducationadvice.com/?p=144</guid>
<description><![CDATA[<p>16 ViewsFor educationalists, the aim of school is to transmit knowledge that has absolute value and to create relevant didactic situations beyond differences in contexts, audiences, teachers, establishments, etc. ” Educationists reason as if teaching were aimed at a generic, socially disembodied student ,” some sociologists may suggest (Harlé, 2010a). Conversely, by focusing too much […]</p>
<p>The post <a href="https://myeducationadvice.com/a-transposition-confined-within-its-school-framework/" target="_blank">A transposition confined within its school framework?</a> first appeared on <a href="https://myeducationadvice.com/" target="_blank">https://myeducationadvice.com</a>.</p>]]></description>
<content:encoded><![CDATA[<div class='epvc-post-count'><span class='epvc-eye'></span> <span class="epvc-count"> 16</span><span class='epvc-label'> Views</span></div><p style="text-align: justify;">For educationalists, the aim of school is to transmit knowledge that has absolute value and to create relevant didactic situations beyond differences in contexts, audiences, teachers, establishments, etc. ” Educationists reason as if teaching were aimed at a generic, socially disembodied student ,” some sociologists may suggest (Harlé, 2010a).</p>
<p style="text-align: justify;">Conversely, by focusing too much on the social background of students, on the variations in content and teaching methods depending on social background, ” we come to symbolically call into question not only the justification of the school institution, but even more so, its political function ” warn educationalists (Develay, 2010).</p>
<p style="text-align: justify;">Wary of the emphasis on skills, Crahay, for his part, favors a mission of the school as being that of the construction of knowledge (declarative knowledge), know-how (procedural knowledge) and living knowledge, leading ” pupils and students to a critical relationship with knowledge ” (Crahay, 2011). This presupposes a “cognitive montage”: construction of knowledge, coordination of knowledge, accessibility in working memory (Crahay, 2011).</p>
<p style="text-align: justify;">The focus of didactics on the question of school knowledge and its teaching, that is to say, the transmission of a school culture, undoubtedly makes it legitimate when it comes to addressing the construction of teaching content. However, as Lahire underlines in his attempt to bring together didactics and sociology, didactics must not remain confined ” within the narrow <a href="https://myeducationadvice.com/"><span style="color: #0000ff;"><strong>framework of the school</strong></span></a> institution ” (2007).</p>
<p style="text-align: justify;">An opening seems possible, judging by recent work in comparative didactics. Daunay proposes to take into account the diversity of content (knowledge, know-how, relationships, values, ways of acting, thinking, speaking, etc.), their articulation, and the relationship that each discipline establishes between these contents (between knowledge and values). Do these different teaching objects constitute a single discipline or several?</p>
<h2 style="text-align: justify;">School culture vs. university culture?</h2>
<p style="text-align: justify;">For some, didactic transposition, which transposes scholarly knowledge into taught knowledge, can be satisfied with the image of a descending impregnation of university knowledge into school knowledge. For others, whether sociologists, educational psychologists or didacticians, cloning is not so simple, since the teaching objects do not mechanically correspond to an identified university discipline.</p>
<p style="text-align: justify;">If the teaching of mathematics or biology can be satisfied with the appropriation of scientific knowledge by the school, the teaching of French calls upon both scholarly knowledge and expert knowledge (” knowledge of those who know how to do things and know what they are doing “, Schneuwly, 2008).</p>
<p style="text-align: justify;">If proof of the ambiguous relationship between school and university disciplines were needed, it would be enough to note the treatment applied to the school discipline of history and geography: at least two clearly differentiated university disciplines correspond to one school discipline, two aggregations, a single CAPES and a single internal aggregation (Daunay, 2010).</p><p>The post <a href="https://myeducationadvice.com/a-transposition-confined-within-its-school-framework/" target="_blank">A transposition confined within its school framework?</a> first appeared on <a href="https://myeducationadvice.com/" target="_blank">https://myeducationadvice.com</a>.</p>]]></content:encoded>
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