{"id":11374,"date":"2014-04-09T07:44:14","date_gmt":"2014-04-09T06:44:14","guid":{"rendered":"https:\/\/lyonelkaufmann.ch\/Blog\/?p=11374"},"modified":"2014-04-09T07:44:14","modified_gmt":"2014-04-09T06:44:14","slug":"classe-inversee-quinverse-t-on-les-trois-couronnes-pascal-duplessis","status":"publish","type":"post","link":"https:\/\/lyonelkaufmann.ch\/Blog\/2014\/04\/09\/classe-inversee-quinverse-t-on-les-trois-couronnes-pascal-duplessis\/","title":{"rendered":"Classe invers\u00e9e qu&rsquo;inverse-t-on? | Les Trois Couronnes &#8211; Pascal Duplessis"},"content":{"rendered":"<p><strong>Le constat de Pascal Duplessis : <\/strong><\/p>\n<p><em>\u00abCe qui m&rsquo;a d&rsquo;abord int\u00e9ress\u00e9 avec les deux t\u00e9moignages rapport\u00e9s, en HG et en fran\u00e7ais, c&rsquo;est le d\u00e9roulement de la s\u00e9ance. Si je reprends ces deux d\u00e9roul\u00e9s, voici ce que je comprends : <\/em><\/p>\n<ul>\n<li><em>phase d&rsquo;exposition (\u00ab magistral \u00bb, \u00e0 la maison, 2 \u00e0 4 mn)<\/em><\/li>\n<li><em>phase d&rsquo;application (\u00ab entra\u00eenement \u00bb, en classe)<\/em><\/li>\n<li><em>phase de structuration des connaissances (\u00ab production d&rsquo;une synth\u00e8se-ressource \u00bb, en classe)\u00bb<\/em><\/li>\n<\/ul>\n<p><strong>Sa premi\u00e8re question :<\/strong><\/p>\n<p><em>\u00abQu&rsquo;est-ce qui change donc avec les constituants d&rsquo;une s\u00e9ance \u00ab classique \u00bb, laquelle est depuis longtemps bas\u00e9e sur le triptyque \u00ab exposition \u2013 application (t\u00e2che) &#8211; structuration \u00bb ?\u00bb <\/em><\/p>\n<p><strong>Une deuxi\u00e8me s\u00e9rie de questions fort pertinentes :<\/strong><\/p>\n<p><em>\u00abCe qui m&rsquo;\u00e9tonne donc le plus ici est cette \u00e9vacuation de la phase d&rsquo;exposition hors du cours. Pourquoi diffracter ainsi le temps du cours et renvoyer la phase expositive hors de la sph\u00e8re scolaire ? Quel int\u00e9r\u00eat y a-t-il \u00e0 d\u00e9l\u00e9guer la m\u00e9diation enseignante \u00e0 une m\u00e9diation documentaire num\u00e9rique ? Pourquoi prendre le risque que des \u00e9l\u00e8ves ne prennent pas le temps d&rsquo;ouvrir la capsule, n&rsquo;aient pas les moyens (techniques) de l&rsquo;ouvrir, n&rsquo;aient pas les moyens (cognitifs, culturels) de la recevoir ? Pourquoi prendre le risque d&rsquo;une exposition courte et comprim\u00e9e du savoir ? Pourquoi s&rsquo;en remettre \u00e0 une m\u00e9diation technique plut\u00f4t qu&rsquo;humaine pour cette exposition ?\u00bb<\/em><\/p>\n<p><strong>S&rsquo;y ajoute : <\/strong><\/p>\n<p><em>\u00abEn d\u00e9finitive, la \u00ab classe invers\u00e9e \u00bb semble pointer du doigt quelques d\u00e9rives bien connues des m\u00e9thodes dites \u00ab magistrales \u00bb en poussant apparemment une proposition inspir\u00e9e des m\u00e9thodes actives. A l&rsquo;analyse pourtant, la m\u00e9thode ne semble pas active mais emprunte le sch\u00e9ma de la transmission traditionnelle : on montre d&rsquo;abord, on fait appliquer ensuite pour s&rsquo;assurer que tout le monde a bien compris. O\u00f9 est donc le changement annonc\u00e9 ? Moins d&rsquo;exposition et plus d&rsquo;application. Cela suffit-il pour parler d&rsquo;innovation ? Plus que tout, la \u00ab\u00a0classe invers\u00e9e\u00a0\u00bb semble vouloir tirer sa particularit\u00e9 d&rsquo;un usage des technologies num\u00e9riques.\u00bb<\/em><\/p>\n<p><strong>Une nouvelle s\u00e9rie de questions fort pertinentes : <\/strong><\/p>\n<p><em>\u00abLe num\u00e9rique aurait-il des vertus \u00e9ducatives intrins\u00e8ques qui viendraient pallier comme ici un d\u00e9ficit de culture p\u00e9dagogique de ces deux enseignants ? Ne pouvaient-ils pas se poser la question hors de la donne num\u00e9rique et trouver des solutions pour moins parler et faire davantage r\u00e9fl\u00e9chir leurs \u00e9l\u00e8ves ? Qu&rsquo;est-ce qui pouvait bien les emp\u00eacher de tenter d&rsquo;autres approches, d&rsquo;autres m\u00e9thodes p\u00e9dagogiques ?\u00bb<\/em><\/p>\n<p><strong>La conclusion finale : <\/strong><\/p>\n<p><em>\u00abLa priorit\u00e9 donn\u00e9e \u00e0 l&rsquo;outil sur le but, la primaut\u00e9 du num\u00e9rique sur le p\u00e9dagogique, n&rsquo;est-ce pas plut\u00f4t l\u00e0 qu&rsquo;il faut chercher l&rsquo;inversion ?\u00bb<\/em><\/p>\n<p>April 9, 2014 at 1:52AM<br \/>\nvia All News on &lsquo;The Twitter Times: lyonelkaufmann&rsquo; <a href=\"http:\/\/ift.tt\/1ckQxL0\">http:\/\/ift.tt\/1ckQxL0<\/a><\/p>\n","protected":false},"excerpt":{"rendered":"<p>Le constat de Pascal Duplessis : \u00abCe qui m&rsquo;a d&rsquo;abord int\u00e9ress\u00e9 avec les deux t\u00e9moignages rapport\u00e9s, en HG et en fran\u00e7ais, c&rsquo;est le d\u00e9roulement de la s\u00e9ance. Si je reprends ces deux d\u00e9roul\u00e9s, voici ce que je comprends : phase d&rsquo;exposition (\u00ab magistral \u00bb, \u00e0 la maison, 2 \u00e0 4 mn) phase d&rsquo;application (\u00ab entra\u00eenement [&hellip;]<\/p>\n","protected":false},"author":1,"featured_media":14680,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"_import_markdown_pro_load_document_selector":0,"_import_markdown_pro_submit_text_textarea":"","_genesis_hide_title":false,"_genesis_hide_breadcrumbs":false,"_genesis_hide_singular_image":false,"_genesis_hide_footer_widgets":false,"_genesis_custom_body_class":"","_genesis_custom_post_class":"","_genesis_layout":"","jetpack_post_was_ever_published":false,"_jetpack_newsletter_access":"","_jetpack_dont_email_post_to_subs":false,"_jetpack_newsletter_tier_id":0,"_jetpack_memberships_contains_paywalled_content":false,"_jetpack_memberships_contains_paid_content":false,"activitypub_content_warning":"","activitypub_content_visibility":"","activitypub_max_image_attachments":3,"activitypub_interaction_policy_quote":"anyone","activitypub_status":"","footnotes":"","jetpack_publicize_message":"","jetpack_publicize_feature_enabled":true,"jetpack_social_post_already_shared":true,"jetpack_social_options":{"image_generator_settings":{"template":"fullscreen","default_image_id":0,"font":"","enabled":false},"version":2}},"categories":[3,2,660],"tags":[775,776,777],"class_list":{"0":"post-11374","1":"post","2":"type-post","3":"status-publish","4":"format-standard","5":"has-post-thumbnail","7":"category-blogcafe-2","8":"category-histoire-2","9":"category-breves","10":"tag-ifttt","11":"tag-news","12":"tag-newsblur","13":"entry"},"jetpack_publicize_connections":[],"featured_image_src":"https:\/\/i0.wp.com\/lyonelkaufmann.ch\/Blog\/wp-content\/uploads\/2015\/03\/blogcafe1.jpg?resize=600%2C400&ssl=1","featured_image_src_square":"https:\/\/i0.wp.com\/lyonelkaufmann.ch\/Blog\/wp-content\/uploads\/2015\/03\/blogcafe1.jpg?resize=600%2C600&ssl=1","author_info":{"display_name":"Lyonel Kaufmann","author_link":"https:\/\/lyonelkaufmann.ch\/Blog\/author\/lyonelk\/"},"jetpack_featured_media_url":"https:\/\/i0.wp.com\/lyonelkaufmann.ch\/Blog\/wp-content\/uploads\/2015\/03\/blogcafe1.jpg?fit=1024%2C683&ssl=1","jetpack_sharing_enabled":true,"jetpack_shortlink":"https:\/\/wp.me\/p1qtF4-2Xs","jetpack-related-posts":[{"id":7671,"url":"https:\/\/lyonelkaufmann.ch\/Blog\/2006\/03\/08\/03-resolution-de-problemes-par-cooperation\/","url_meta":{"origin":11374,"position":0},"title":"03. R\u00e9solution de probl\u00e8mes par coop\u00e9ration","author":"Lyonel Kaufmann","date":"8 mars 2006","format":false,"excerpt":"Durant les activit\u00e9s de r\u00e9solution de probl\u00e8me, les \u00e9l\u00e8ves\/\u00e9tudiantEs forment des groupes h\u00e9t\u00e9rog\u00e8nes en comp\u00e9tences, genre et travaillent \u00e0 la r\u00e9solution de probl\u00e8mes. Chaque membre du groupe se voit assigner un r\u00f4le pr\u00e9cis tel qu\u2019illustrateur\/trice, secr\u00e9taire, mod\u00e9rateur\/trice. Dans ces phases, l'enseignantE fonctionne comme personne-ressource. \u00c0 l\u2019issue de leur travail, chaque\u2026","rel":"","context":"Dans &quot;histoire&quot;","block_context":{"text":"histoire","link":"https:\/\/lyonelkaufmann.ch\/Blog\/category\/histoire-2\/"},"img":{"alt_text":"","src":"https:\/\/i0.wp.com\/lyonelkaufmann.ch\/Blog\/wp-content\/uploads\/2015\/03\/blogcafe1.jpg?fit=1024%2C683&ssl=1&resize=350%2C200","width":350,"height":200,"srcset":"https:\/\/i0.wp.com\/lyonelkaufmann.ch\/Blog\/wp-content\/uploads\/2015\/03\/blogcafe1.jpg?fit=1024%2C683&ssl=1&resize=350%2C200 1x, https:\/\/i0.wp.com\/lyonelkaufmann.ch\/Blog\/wp-content\/uploads\/2015\/03\/blogcafe1.jpg?fit=1024%2C683&ssl=1&resize=525%2C300 1.5x, https:\/\/i0.wp.com\/lyonelkaufmann.ch\/Blog\/wp-content\/uploads\/2015\/03\/blogcafe1.jpg?fit=1024%2C683&ssl=1&resize=700%2C400 2x"},"classes":[]},{"id":28,"url":"https:\/\/lyonelkaufmann.ch\/Blog\/2006\/03\/08\/07-ecrire-pour-comprendre\/","url_meta":{"origin":11374,"position":1},"title":"07. Ecrire pour comprendre","author":"Lyonel Kaufmann","date":"8 mars 2006","format":false,"excerpt":"Pour \u00e9crire avec force et en d\u00e9tail relativement \u00e0 l'histoire, les \u00e9l\u00e8ves\/\u00e9tudiant-e-s ont besoin d'avoir exp\u00e9riment\u00e9 des situations au travers de jeux de r\u00f4le (voir article correspondant) au sujet desquels elles\/ils pourront rendre compte par \u00e9crit. Il s'agit d\u00e8s lors de construire des objectifs de s\u00e9quences d'\u00e9criture motivant les \u00e9l\u00e8ves\/\u00e9tudiant-e-s\u2026","rel":"","context":"Dans &quot;histoire&quot;","block_context":{"text":"histoire","link":"https:\/\/lyonelkaufmann.ch\/Blog\/category\/histoire-2\/"},"img":{"alt_text":"","src":"https:\/\/i0.wp.com\/lyonelkaufmann.ch\/Blog\/wp-content\/uploads\/2015\/03\/blogcafe1.jpg?fit=1024%2C683&ssl=1&resize=350%2C200","width":350,"height":200,"srcset":"https:\/\/i0.wp.com\/lyonelkaufmann.ch\/Blog\/wp-content\/uploads\/2015\/03\/blogcafe1.jpg?fit=1024%2C683&ssl=1&resize=350%2C200 1x, https:\/\/i0.wp.com\/lyonelkaufmann.ch\/Blog\/wp-content\/uploads\/2015\/03\/blogcafe1.jpg?fit=1024%2C683&ssl=1&resize=525%2C300 1.5x, https:\/\/i0.wp.com\/lyonelkaufmann.ch\/Blog\/wp-content\/uploads\/2015\/03\/blogcafe1.jpg?fit=1024%2C683&ssl=1&resize=700%2C400 2x"},"classes":[]},{"id":29,"url":"https:\/\/lyonelkaufmann.ch\/Blog\/2006\/03\/08\/06-groupes-de-reponses\/","url_meta":{"origin":11374,"position":2},"title":"06. Groupes de r\u00e9ponses","author":"Lyonel Kaufmann","date":"8 mars 2006","format":false,"excerpt":"Les groupes de r\u00e9ponses enrichissent les discussions de classe et promeuvent la pens\u00e9e critique. Chaque groupe re\u00e7oit des informations historiques compl\u00e9t\u00e9es par des documents iconographiques, des sources primaires ou des morceaux de musique. Le mat\u00e9riel est accompagn\u00e9 de questions provocantes soumises \u00e0 discussion. Apr\u00e8s discussion en sous-groupe, les rapporteurs de\u2026","rel":"","context":"Dans &quot;histoire&quot;","block_context":{"text":"histoire","link":"https:\/\/lyonelkaufmann.ch\/Blog\/category\/histoire-2\/"},"img":{"alt_text":"","src":"https:\/\/i0.wp.com\/lyonelkaufmann.ch\/Blog\/wp-content\/uploads\/2015\/03\/blogcafe1.jpg?fit=1024%2C683&ssl=1&resize=350%2C200","width":350,"height":200,"srcset":"https:\/\/i0.wp.com\/lyonelkaufmann.ch\/Blog\/wp-content\/uploads\/2015\/03\/blogcafe1.jpg?fit=1024%2C683&ssl=1&resize=350%2C200 1x, https:\/\/i0.wp.com\/lyonelkaufmann.ch\/Blog\/wp-content\/uploads\/2015\/03\/blogcafe1.jpg?fit=1024%2C683&ssl=1&resize=525%2C300 1.5x, https:\/\/i0.wp.com\/lyonelkaufmann.ch\/Blog\/wp-content\/uploads\/2015\/03\/blogcafe1.jpg?fit=1024%2C683&ssl=1&resize=700%2C400 2x"},"classes":[]},{"id":7278,"url":"https:\/\/lyonelkaufmann.ch\/Blog\/2013\/08\/15\/chronique-de-lete-14-18-le-centenaire-en-phase-dapproche-serree\/","url_meta":{"origin":11374,"position":3},"title":"Chronique de l&rsquo;\u00e9t\u00e9 : 14-18, le centenaire en phase d&rsquo;approche serr\u00e9e","author":"Lyonel Kaufmann","date":"15 ao\u00fbt 2013","format":false,"excerpt":"Je mets \u00e0 profit la pause estivale pour publier en ce mois d\u2019ao\u00fbt mes chroniques mensuelles du\u00a0Caf\u00e9 p\u00e9dagogique. En mai, les comm\u00e9morations du centenaire de 14-18 approchant \u00e0 grand pas, je pr\u00e9sentais des ressources et des initiatives int\u00e9ressantes en la mati\u00e8re. La plupart ont d\u00e9j\u00e0 \u00e9t\u00e9 mentionn\u00e9es sur ce site.\u2026","rel":"","context":"Dans &quot;histoire&quot;","block_context":{"text":"histoire","link":"https:\/\/lyonelkaufmann.ch\/Blog\/category\/histoire-2\/"},"img":{"alt_text":"","src":"https:\/\/i0.wp.com\/lyonelkaufmann.ch\/Blog\/wp-content\/uploads\/2015\/03\/poster.jpg?fit=600%2C900&ssl=1&resize=350%2C200","width":350,"height":200,"srcset":"https:\/\/i0.wp.com\/lyonelkaufmann.ch\/Blog\/wp-content\/uploads\/2015\/03\/poster.jpg?fit=600%2C900&ssl=1&resize=350%2C200 1x, https:\/\/i0.wp.com\/lyonelkaufmann.ch\/Blog\/wp-content\/uploads\/2015\/03\/poster.jpg?fit=600%2C900&ssl=1&resize=525%2C300 1.5x"},"classes":[]},{"id":8868,"url":"https:\/\/lyonelkaufmann.ch\/Blog\/2015\/02\/16\/revue-de-presse-la-memoire-filmee-de-la-shoah-cnrs-le-journal\/","url_meta":{"origin":11374,"position":4},"title":"Revue de Presse : La m\u00e9moire film\u00e9e de la Shoah | CNRS le journal","author":"Lyonel Kaufmann","date":"16 f\u00e9vrier 2015","format":false,"excerpt":"L'exposition \u00abFilmer la guerre : les Sovi\u00e9tiques face \u00e0 la Shoah\u00bb qui se d\u00e9roule en ce moment \u00e0 Paris pr\u00e9sente un point de vue poignant mais parfois insoutenable sur ce que l\u2019on a appel\u00e9 \u00abla Shoah par balles\u00bb. Val\u00e9rie Pozner, sp\u00e9cialiste de l\u2019histoire du cin\u00e9ma russe et sovi\u00e9tique, en explique\u2026","rel":"","context":"Dans &quot;histoire&quot;","block_context":{"text":"histoire","link":"https:\/\/lyonelkaufmann.ch\/Blog\/category\/histoire-2\/"},"img":{"alt_text":"","src":"https:\/\/i0.wp.com\/lyonelkaufmann.ch\/Blog\/wp-content\/uploads\/2015\/02\/shoah_une_0-156881.jpg?fit=1200%2C575&ssl=1&resize=350%2C200","width":350,"height":200,"srcset":"https:\/\/i0.wp.com\/lyonelkaufmann.ch\/Blog\/wp-content\/uploads\/2015\/02\/shoah_une_0-156881.jpg?fit=1200%2C575&ssl=1&resize=350%2C200 1x, https:\/\/i0.wp.com\/lyonelkaufmann.ch\/Blog\/wp-content\/uploads\/2015\/02\/shoah_une_0-156881.jpg?fit=1200%2C575&ssl=1&resize=525%2C300 1.5x, https:\/\/i0.wp.com\/lyonelkaufmann.ch\/Blog\/wp-content\/uploads\/2015\/02\/shoah_une_0-156881.jpg?fit=1200%2C575&ssl=1&resize=700%2C400 2x, https:\/\/i0.wp.com\/lyonelkaufmann.ch\/Blog\/wp-content\/uploads\/2015\/02\/shoah_une_0-156881.jpg?fit=1200%2C575&ssl=1&resize=1050%2C600 3x"},"classes":[]},{"id":7669,"url":"https:\/\/lyonelkaufmann.ch\/Blog\/2006\/03\/08\/05-jeux-de-role\/","url_meta":{"origin":11374,"position":5},"title":"05. Jeux de r\u00f4le","author":"Lyonel Kaufmann","date":"8 mars 2006","format":false,"excerpt":"Cette strat\u00e9gie se base sur les intelligences interpersonnelles et kinesth\u00e9siques pour permettre aux \u00e9l\u00e8ves\/\u00e9tudiant-e-s de sentir les enjeux du pass\u00e9. D'une dur\u00e9e d'une p\u00e9riode de 45 minutes, ces mises en situation recr\u00e9ent des situations historiques. 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