• Blogue
  • L'auteure
  • Services offerts
  • Ressources
  • Portfolio professionnel
  • ENGLISH
S'inspirer à apprendre

Collaborative Teacher Inquiry

1/17/2015

2 Comments

 
Photo
Picture
Have you ever heard of collaborative teacher inquiry?  Have you ever taken part in a collaborative teacher inquiry? Essentially, a collaborative teacher inquiry (en français) is a process in which you plan, act, observe and reflect as a group of educators.  In French, many educators refer to this process as the  co-co-co : co-planning, co-teaching and co-objectivation. Collaborative teacher inquiry “has been shown to be an effective means to both professional learning and to enhanced student learning” (Collaborative Inquiry in Ontario, Capacity Building Series, Literacy and Numeracy Secretariat, Ministry of Education of Ontario, p.1)

As a teacher, I hated collaborative teacher inquiry!  As a teacher lead, I dreaded collaborative teacher inquiry!  Now, as an educational consultant, collaborative teacher inquiry scares me!  Yet, I’m asked to participate in them constantly!  Why would you hate a practice that has been proven to be a great strategy for professional  growth and to enhance student learning, you are probably wondering?  Well, I believe the answer is quite simple: my experiences with collaborative teacher inquiry are not really positive.

I often measure the value of what I do or what I try in terms of “profit margin”... My husband works in the manufacturing industry and in that business: time is money.  Decisions are made, processes are designed based on profit margin.  If the profit margin is not big enough or potentially big enough, the process doesn’t cut it! This analogy reflects how I feel about collaborative teacher inquiry: so far, the profit margin has not been enough for me!

I’m not saying  that I can’t learn from taking part in a collaborative teacher inquiry with colleagues; I did learn, I do learn.  However, I have learned a lot more, in a lot less time, trying a new strategy with my students and getting their feedback. “Let’s try it again this way, let’s try something else now class; what do you think?”  And then, I would go back home, reflect on what my students did, did not do? I would research a little more on what I wanted to do or simply look for new ideas, adapt, modify and go back and try.  Sometimes, it was a huge success and I kept that strategy, that practice going.  Other times, well, it was a complete flop!  And that was ok!  We learned something! I would inquire more about it on the Internet (I loved the arrival of YouTube for example of modeling!), ask a colleague who had maybe tried  it or did something similar.  And, try again! 

I also feel that I have a much bigger “profit margin” learning every day, from emerging problems, situations in which I am immersed in than, if I can qualify them this way, the setup collaborative teacher inquiries I have been part of. I am one of those people who always have their learning antennas turned on. So, I would hear a comment in the lunch room and wonder: what could I do with that? I see an activity being done by another colleague and I ask questions: can you show me how you do that?  I would talk to a friend at the grocery store and think, mmmm, that could be interesting?  Who wants to go to that training: I will!  You are invited to come and see … ok, I will be there!  And now, with the richness of the educational universe open to us and the PLN we can develop … professional growth is exponential!  Really, I feel like I am in a collaborative peer inquiry every day!  And I love it! … Then, why am I still so uncomfortable with collaborative teacher inquiry?

Soon, I might have to facilitate a more “directed” collaborative teacher inquiry.  As I am preparing this professional development opportunity, I am asking myself : why don’t I have positive memories of the collaborative teacher inquiries I took part in?  Is it because I don’t have the right mindset? Is it because it suits a certain learning style that is not in tune with me?  Is it because I was often the teacher volunteering to do the lesson because I did not mind being watch and didn’t get enough time to observe?  Is it because I felt I did not get enough constructive comments?  Is it because I often felt that it wasn’t enough for me, I wanted to go farther? Maybe I was not relating enough to the subject of the inquiry, the observations we wanted to make?  My needs were not really fulfilled so I was disengaged?  Is it because I feel like am living a collaborative teacher inquiry every day that it does not feel as fulfilling to me?  Maybe the inquiry needs to be differentiated to meet the needs of everyone?  Maybe the format needed to be looked at and colleagues peered differently? Inquiry is a strategy for professional growth, maybe it just was not the most efficient strategy for the learning we wanted to do?  All of those? A  few of those factors together?  None? Something else?

Soon, I will have to facilitate collaborative professional growth sessions with a group of teachers.  I want our experience to be positive.  I want us to feel that the time we spend is well worth it. I want us to grow as professionals. I want us to enhance the learning of our students.  How can I make sure  to make this experience a positive one for the educators I work with and for myself as well?  I would love to hear from you to help me facilitate this positive learning experience : tips, past experiences we can build on, strategies … ?

I will make sure to write about my experiences.  Stay tuned!


2 Comments

L'engagement des apprenants adultes

1/9/2015

0 Comments

 
Picture
Dans un de mes derniers billets de blogue, j’écrivais sur l’engagement de l’élève : engager l’élève par le contenu.  Au cours des dernières semaines, j’ai beaucoup travaillé à préparer des ateliers, des formations, des accompagnements pour des éducateurs avec qui je travaille.  En faisant cette préparation, je me suis demandé: et maintenant, comment engager ces adultes?

Nous le savons toutes et tous, les adultes n’apprennent pas de la même façon que les enfants. Par contre, trop souvent nous avons tendance à utiliser la pédagogie que nous utilisons avec les élèves avec les apprenants adultes que nous accompagnons.  Résultat : nous avons parfois des adultes plus ou moins engagés.  Comment engager ces adultes que j’accompagne, je me demande toujours?

Il est certain que lorsque nous travaillons en formation aux adultes, en accompagnement en milieu de travail, le contenu permet aussi d’engager nos apprenants adultes.  Selon les recherches en andragogie, le fait que l’apprenant adulte puisse faire un lien immédiat entre le contenu présenté et un besoin dans son travail est le facteur le plus important dans son engagement.  Si tu travailles en formation, en accompagnement dans le monde des adultes, tu as certainement déjà eu cette fameuse question : mais pourquoi?  Mais pourquoi : parce que l’apprenant devant toi a besoin de faire le lien entre ce que tu as à lui présenté, ce que tu lui as montré et ce qu’il fait maintenant, pour en voir la pertinence.  

Les apprenants adultes que nous accompagnons ont un bagage de connaissances, de compétences et d’expériences dont nous nous devons de tenir compte en formation et en accompagnement.  Sais-tu ce que le mot anglais « training » veut dire? Dans le dictionnaire anglais Collins, le mot « training » est défini comme étant « the process of bringing a person, to an agreed standard of proficiency » … Je trouve cela très intéressant … apporter un apprenant à un niveau de connaissances, de compétences sur lesquelles nous nous entendons tous ... Je me questionne : est-ce possible d’avoir ce consensus dans nos milieux de travail?

Dans ce billet de blogue publié à l’automne :  Et cette année, ton PAC?,  je réfléchissais à revoir nos pratiques en matière de développement et de perfectionnement  professionnel en éducation. Est-ce que la clé de l’engagement est de changer nos modes des prestations pour se diriger vers un apprentissage plus individuel en lien avec un certain consensus?  Si la différenciation pédagogie est une stratégie essentielle à la réussite de l’élève, est-ce qu’une différenciation andragogique ne serait pas aussi une stratégie essentielle à la réussite de l’apprenant adulte?

Que de variables à jongler pour engager les gens que nous formons, que nous accompagnons! Est-ce que quelqu’un a dit que c’était facile d’engager les apprenants adultes avec qui nous travaillons?!!  As-tu des pratiques gagnantes à partager?

Je termine en partageant avec toi  un article bien intéressant que j’ai trouvé en cherchant des stratégies pour mieux bâtir mes formations, mes accompagnements dans le monde de l’éducation et en entreprise.  Qu’en penses-tu?  Bonne lecture!

Je m’ennuie déjà des vacances, mais je suis bien heureuse de me remettre à l’écriture!  Bonne et heureuse année 2015 à toutes et à tous!  Au plaisir de se réseauter, de collaborer, de partager, d’échanger!


0 Comments
    Picture

    Auteure

    Agente de changement en éducation (je l'espère!), passionnée de et par l'apprentissage!
    Maman x4, conseillère pédagogique Lead,  amie, enseignante de formation, leader, entrepreneure, mentor, coach de vie, rédactrice, formatrice, consultante en andragogie et en pédagogie... j'adore la bonne bouffe!
     
    Pourquoi un blogue?
    Pour apprendre, pour réfléchir, pour partager, pour collaborer, pour réseauter.

      Liste d'envoi

    Inscris-toi!

    RSS Feed

    Tweets de @JohanneSteCroix

    Categories

    All
    30 Jours De Blogues
    Activités D'apprentissage
    Apprentissage Continu
    Développement Professionnel
    Développement Professionnel
    Engagement
    Évaluation
    Outils Technologiques
    Pensée Critique
    Ressources Pédagogiques
    Rétroaction
    Rétroaction
    Strateacutegies-dapprentissage
    Strateacutegies-denseignement
    Voix-des-eacutelegraveves
    Voix-des-eleves
    Voix-des-eleves230b62ecc2

    Archives

    September 2017
    November 2016
    October 2016
    September 2016
    August 2016
    July 2016
    May 2016
    April 2016
    March 2016
    February 2016
    January 2016
    December 2015
    November 2015
    October 2015
    September 2015
    August 2015
    June 2015
    May 2015
    April 2015
    March 2015
    February 2015
    January 2015
    November 2014
    October 2014
    September 2014
    August 2014
    June 2014
    May 2014
    April 2014

Services

Présentations
Coaching
Ateliers et formations en coaching

Compagnie

À propos de Johanne 

​Visitez moi aussi au site
www.joltagui.com

Contactez-moi

johannestecroix@gmail.com

© COPYRIGHT 2016. ALL RIGHTS RESERVED.