literacy Work Group Adults FLE-literacy was born at the ICEM Congress 2013 in Caen. It brings together people working in Freinet with adults who learn to read and write or who are learning French as a foreign language (FLE). 2 comments Read more Dicle By Catherine Chabrun on 03/18/16 – 7:57 In: Gr Adult Literacy FLE-news book Sybille Grandamy and Daniele Manesse, Editions Retz, in March 2016, 25 € With the collaboration of Andre.
This Ouzoulias dictionary to read and Write (Dicle) was conceived and designed to support learners, teenagers and adults in their appropriation of written French. simple tool to use, clear and accessible, it contains about 7,000 essential words of the French current, defined simply. Add a comment Read more 1 attachment
For the Alexandrine Gerrer 10/04/12 – 5:57 p.m.
In: GD 66 – Pyrenees-Orientales Meeting Minutes of the meeting title: “trade tools” Attachment Size cr_31_03_12.pdf 34.93 Ko 53.46 Ko maths_periode_4_sem_2.pdf img079. jpg 292.85 KB 254.44 KB img080.jpg la_dnp.odt 29.33 KB Add new comment
For School The 4 Winds 10/04/12 – 5:17 p.m.
In Creation, Expression School 4 winds Parking and entrance to the school Elementary school 4 winds in Seillons Source Argens . It has 7 classes: – CP – CP-EC1 – EC1 – CE1-CE2 – CE2 – CM1, CM2 – CM2. – The school contains: a computer room, a tea prohibited for children, a room with sport equipment. In the courtyard there is a large stadium, girls and boys toilets.
As we have 2 games used ropes, a turnstile (it is called the fungus because it has a mushroom-shaped) scale, 5 bars, a slide, a rope bridge, two tables and a beam. The slide turnstile mushroom The monkey bridge the yard the morning, the doors open at 8:20 and close at 8:30. From 11:30 am to 1:30 p.m. we eat. School’s out at 16 h 30. At the end of the year, each class made a show.
Cindy Cindy Cindy By Loic 2011-2012 For Visitor, 14/04/12 – 10:43. Cindy ‘s great your school! From Aurine it was great top jennyfer By Visitor, 17/04/12 – 3:36 p.m.. it was great and top of jennyfer laura bravooooooooooooooooooooooooo By Visitor, 18/04/12 – 6:22 p.m.. bravooooooooooooooooooooooooooooooo !!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!! By Cindy Visitor, 19/04/12 – 1:06 p.m.. Dear Cindy, you explain very well your school plan and then I think the pictures are well made.
The text that you did on your school is good, but it is a little small right?
In: The New Educator PEMF For teachers review French> Scripture-reading instructional techniques Kitchen> tools http://www.icem-freinet.fr/archives/ne/ne/58/outils-58.pdf April 1994
In: The New Educator PEMF For teachers review> Summary June 1994 Video on the Vogue school sailfish Mathematics workshops Cycle II and Cycle III An educational video Harlequin coat to school> Print
In: The New Educator PEMF For teachers review educational principles> experimental trial and error February 1996 Having located a natural method based on trial and error process, compared to analytical and holistic methods (1), we plan to inform this process central learning Freinet (2), by the confrontation with the founding texts elements of research in cognitive psychology.
We wish, in the following numbers, raise some ambiguities: – Is an efficient experimental trial and error learning process? – merges it with the blind learning by trial – errors (2), at random, however, common to man and animals (3)? J & E. Lemery We symbolize behavior by a figure staircase: the vertical line, it is the act of tatonnee experience, followed by a sort of landing in which the child repeats the act passed during tatonnee of experience.
This repetition can be a useful form of work if the middle of circumstances permit; otherwise it will continue with no other purpose than a natural need to master the tool and to pass acts in automation. This tatonnee experience continues through the tools the child has. We indicate a new tool every tatonnee experience.
But in practice, this mastery requires many tatonnees experiences that interfere, overlap … … No, first tatonnee experience, and secondly to repeat acquisition automation . These are just two inseparable time the same process. The next tatonnee experiment can be conducted as well at minimal automation came not consolidate the acquisition made.
Controlling the hand will not take place as long as one has not learned control of the arm; articulate language can not appear as an infinity of tatonnees experiences have not set your automatic sufficient knowledge of previous tools: pharynx, lips, tongue. It may be that we give the order is not perfect and that experience, we must, on some points, the redesign. As it may be that other tools are worth taking in our series.
These imperfections inherent in any work that moves and a whole new funds, do not change the principles we have established. And this principle of normal procession of tatonnee experience is one of the largest.
To be more precise and better understood formulate laws as these various conclusions: – 1st law: The growth process is entirely based on the experience tatonnee. – 2nd Law: In the very young child, like, in the animal, this tatonnee experience is not beyond the scope of needs and instinctive reactions. – 3rd law: The man rushed and differentiated experience tatonnee by the use of tools. – 4th Law: The action takes place in two stages: the first time: tatonnee experience tends to find a satisfactory solution in the face of a new situation. 2nd time: the repetition of successful experiences to the automatic control of the tool. – 5th Law: This repetition can, in the most favorable circumstances, contribute to the direct satisfaction of needs (I am carting water to help my father who waters the garden).
Then a game – work. Otherwise, the repetition is made without this goal, the only goal being the control of the tool and the conquest of the automation. Then work – game – 5 th law (fa). This repetition can be spread over a long space for the same tool, over several years, while continuing however the subsequent rise by tatonnee experience and repetition.
There is then a kind of return characteristic back in the game – 9th legislation. Progress in behavior is a consequence of two alternating functions tatonnee experience and repetition. If, for reasons we have discussed, the tatonnee experience is not possible, the individual remains in the animal phase of automatism triggered by the vital instincts.
If there tatonnee experience without the possibility of inclusion in the automated by game – work or works – games, tatonnee experience is to start and progress is likewise impossible. Text taken from the brochure BENP (No. 36 issued in 1948), reproduced in the 18/19 BTR (April 76) (1) New Educator No.
72 October 1995 (2) There is also a detailed description of trial and error in C. Freinet – educational music – Ed.Seuil – Volume 1 p.355 and p.371 – p.211 Volume 2 (3) according to Olivier Reboul – what – is learning? – Ed.PUF – p.51 / 52 http://www.icem-freinet.fr/archives/ne/ne/76/reperes76-pdf.pdf
Click a term to narrow your search: Group Departmental GD 01 – Ain (3) GD 03 – Allier (1) GD 04 – Alpes-de-Haute-Provence (5) LR 05 – Hautes-Alpes (3) GD 06 – Alpes-Maritimes (12) GD 07 – Ardeche (1) GD 08 – Ardennes (1) GD 09 – Ariege (1) GD 10 – Aube (17) GD 11 – Aude (38) GD 12 – Aveyron (1) GD 13 – Bouches-du-Rhone (12) GD 14 – Calvados (15) GD 15 – Cantal (1) GD 17 – Charente-Maritime (6) GD 18 – Cher (3) GD 21 – Cote-d’Or (1) GD 22 – Cotes-d’Armor (1) GD 26 – Drome (7) GD 27 – Eure (18) GD 29 – Finistere (10) GD 30 – Gard (2) GD 31 – Upper Garonne (3) GD 33 – Gironde (13) GD 34 – Herault (8) GD 35 – Ille-et-Vilaine (16) GD 37 – Indre-et-Loire (1) GD 38 – Isere (50) GD 39 – Jura (3) GD 41 – Loir-et-Cher (4) GD 42 – Loire (49) GD 43 – Haute-Loire (1) GD 44 – Loire-Atlantique (179) GD 46 – Lot (4) GD 49 – Maine-et-Loire ( 8) GD 51 – Marne (17) GD 52 – High-Marne (3) GD 53 – Mayenne (2) GD 54 – Meurthe et Moselle (28) GD 55 – Meuse (20) GD 56 – Morbihan (84)GD 57 – Moselle (18) GD 58 – Nievre (3) GD 59 – North (26) GD 61 – Orne (1) GD 62 – Pas-de-Calais (26) GD 64 – Pyrenees Atlantiques (18) GD 66 – Pyrenees-Orientales (53) GD 67 – Bas-Rhin (19) GD 68 – Haut-Rhin (17) GD 69 – Rhone (19) GD 71 – Saone-et-Loire (3) GD 72 – Sarthe (4) GD 73 – Savoie (4) GD 74 – High-Savoie (2) GD 75 – Paris (30) GD 76 – Seine Maritime (17) GD 77 – Seine et Marne (8) GD 78 – homework review
Yvelines (4) GD 79 – Two-Sevres (1) GD 80 – Sum (10) GD 81 – Tarn (1) GD 82 – Tarn et Garonne (2) GD 83 – Var (14) GD 84 – Vaucluse (16) GD 85 – Vendee (20) GD 86 – Vienna (53) GD 87 – Haute-Vienne (2) GD 88 – Vosges (39) GD 89 – Yonne (2) GD 91 – Essonne (7) GD 92 – Hauts-de-Seine (9) GD 93 – Seine-Saint-Denis (8) GD 94 – Val-de-Marne (1) GD 95 – Val-d’Oise (5) GD 974 – Reunion (1) Region Central East (129 ) Great East Region (69) Region North Pas-de-Calais (98) Great West Region (284) PACA Region (65) South West Region (44)
In: The International Educator New PEMF For teachers review in February 1996 Citizenship, we learn in school, according to Freinet. This principle turned into practice education, exceeded the French borders to win the borders of Senegal through the efforts of a teacher of Reze (44), Jean Le Gal, who has established partnership relations with close school of Diawar, a village in the north of the country.
The school principal, Dad Meissa Hanne, after participating in the national days of the Group of Retired Educators without Borders (GREF) in Lille, was hosted by the Friends of Diawar association in Reze, which supports school modernization: drinking water, school garden supplies … This cooperation started in 1986 by a school correspondence between the school and the Ragon Diawar in Reze, where the advanced class of Jean Le Gal operated on the Freinet model.
It proposed a new form of academic learning, centered around the experience of the child. Its principles, which promoted the opening of the pupil on its environment, its participation in the school organization, has quickly proven effective in Senegal.