An evolving network that responds to the needs of its members
Integrative Project Community
Objectives of the Integrative Project Community 1 To develop a suppor tive network that encourages the constru...
Objectives of the Integrative Project Community 4 To retain evidence of periods of experimentation that will help the...
Organizational Aspects
«I haven’t taken the time to benefit from the IP community, because I teach many subjects and not ...
Step-by-stepThe Step-by-step’s represent an invitation to learn, progressively, how the site andits various web-based reso...
All in one place: Spotlight on youth Regional departments ...
Pedagogy
«I have already noticed a big difference this year. The students know what they are doing; they saw what the IP...
Spotlight on youth Spotlight on Youth is a space dedicated to resources and references for IP students. ...
Spotlight on youth Everyone together This section is developed by a group of IP students who publish their reflections and...
School spacesBesides encouraging the integration of new technologies in the classroom, theuse of School Spaces gives every...
Professional Development
«The first year was one of experimentation – lots of unknowns and many difficulties. The IPcommunity has evolved since the...
One community, one IP network Based on the logic of co-construction, the Ministère del’Éducation, du Loisir et du S...
Qeachers’ RoomThe Teachers’ Room is a space reserved for educational professionals and partnersassociated with the IP comm...
Qeachers’ Room Blog in Teachers’ Room This section presents: Impressive moments in professional practices, IP Histories,...
ToolboxThe Toolbox presents working documents produced by members of the IPcommunity who wish to share their work in order...
ToolboxTypes of documents found in the Toolbox: Pedagogical activities: At times it is necessary for a teacher to pr...
Grands dossiers The Grands dossiers are organized around 10 themes that are pertinent to the IP program and that offer an ...
Grands dossiers The Grands dossiers represent a collective undertaking. Each month, the community examines one theme and a...
In looking for a way to address some of the IP challenges articulatedby teachers and consultants across the province who w...
«Without question, my greatest support for teaching this program is the team we formed during the first year...
Accompanying students
ICT, a suppor t for challenges This course poses many challenges for everyone – students, teachers, pedagogical consu...
«Of course it’s a lot of work for teachers. I accompanied 93 projects last year... »67...
Vir tual Classroom It is easy to set up a virtual classroom! Many teachers are already using the IP Web site to help the...
Vir tual Classroom Since her first year experimenting with the IP program, Julie has wanted to ...
An on-going history T he project that constitutes the « Integrative Project Program » began 7 years ago: sufficient time ...
Presenting community
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Presenting community

Published on: Mar 4, 2016
Published in: Education      Technology      
Source: www.slideshare.net


Transcripts - Presenting community

  • 1. An evolving network that responds to the needs of its members
  • 2. Integrative Project Community
  • 3. Objectives of the Integrative Project Community 1 To develop a suppor tive network that encourages the construction of knowledge across the province. 2 To learn easy ways to contribute and share best practices with a view to building professional capacity in this discipline. 3 To encourage the diffusion of resource documents that contain examples of authentic experiences with a view to constructing a shared vision of the IP program.
  • 4. Objectives of the Integrative Project Community 4 To retain evidence of periods of experimentation that will help the integration of new community members. 5 To generate new IP practices and emphasize their innovative nature in diverse educational contexts.
  • 5. Organizational Aspects
  • 6. «I haven’t taken the time to benefit from the IP community, because I teach many subjects and not just IP…and I also have a family…» 77% of teachers and 61% of pedagogical consultants surveyed mentioned lack of time as the primary obstacle to their engagement in the IP community of practice.
  • 7. Step-by-stepThe Step-by-step’s represent an invitation to learn, progressively, how the site andits various web-based resources function.These weekly communications are sent to the e-mail addresses of all members ofthe IP on-line community.The Step-by-step’s contain: Several Mini-guides to IP (tutorials on the use of proposed resources); Invitations to share professional experiences; Examples of activities that can be done in an IP classroom; Etc. To learn is to participate in a community, at first on the periphery and then, progressively, to play an influential role in its evolution; to pass from observer to active member.
  • 8. All in one place: Spotlight on youth Regional departments Teachers’ Room www.projetintegrateur.qc.ca
  • 9. Pedagogy
  • 10. «I have already noticed a big difference this year. The students know what they are doing; they saw what the IP students did last year and they seem really enthusiastic!»58% of IP teachers surveyed said they consider themselves better able to help their students access the resourcesnecessary for the realization of their IP projects as a result of the tools offered by the IP on-line community.
  • 11. Spotlight on youth Spotlight on Youth is a space dedicated to resources and references for IP students. They can find examples of impressive Espace jeunes projects, and IP histories written by other students who have completed projects. One section is specifically reserved for the presentation of interesting IP resources. Spotlight on Youth is divided into 3 sections. www.projetintegrateur.qc.ca
  • 12. Spotlight on youth Everyone together This section is developed by a group of IP students who publish their reflections and actions during the realization of their projects. Their posts will be based on monthly themes. To participate or to propose a student, write an e-mail to the provincial RÉCIT Services for the Integrative Project Program: recitpi@hotmail.ca Bulk Resources Bulk resources is a goldmine for the IP student. This section of Spotlight on Youth presents tools that can be used during the realization of an IP project. Everyone can collaborate by completing the resource form on the site. It is also possible for people who contribute regularly to BULK RESOURCES to have direct access for their publications. School Spaces Each school can have a public space in Spotlight on Youth. By creating school spaces, IP teachers have another forum in which students can present their project development! Visit the archives 2010-2011 to see what was published last year.
  • 13. School spacesBesides encouraging the integration of new technologies in the classroom, theuse of School Spaces gives everyone access to some of the learning experiencesthat have helped students develop their social and cultural competencies.Teachers invite their students to publically share some of their IP actions throughthe publication of posts. In this way, students participate in the development ofa learning community that will support them throughout the year.As well, using this space provides teachers with an opportunity to help studentsdevelop a code of ethics related to the publication of texts on the Web, apractice that will serve them well when using new technologies in diversecontexts in and out of school.
  • 14. Professional Development
  • 15. «The first year was one of experimentation – lots of unknowns and many difficulties. The IPcommunity has evolved since then and that is why I think I will be more secure in my second year of teaching and will be better prepared to support my students and their projects. The repercussions of IP on the life of a school and its significance for students must be recognized.»54% of teachers surveyed said their participation in the IPcommunity helped them overcome professional isolation.
  • 16. One community, one IP network Based on the logic of co-construction, the Ministère del’Éducation, du Loisir et du Sport dedicated the IP Web site as a place for the development and sharing of expertise about the Integrative Project Program. For 5 years, pedagogical consultants, teachers, and school administrators who experimented with this program, have used the site to exchange ideas, questions, strategies, andproductions. This site, animated by a provincial RÉCIT consultant, hasclose to 500 members. It has become a community of practice where,little by little, educators pass from an observer’s role to a producer of resources. As a result, it constitutes a reservoir of pedagogical resources that can be used for the implementation of this non- traditional program.
  • 17. Qeachers’ RoomThe Teachers’ Room is a space reserved for educational professionals and partnersassociated with the IP community. As of the end of September, this space will be open onlyto members in order to create a true working space.This virtual space is continually enriched thanks to the contributions of teachers and othereducational professionals. Their reflections, resources, and questions are presented freelywithout judgement or validation. Teachers’ Room www.projetintegrateur.qc.ca
  • 18. Qeachers’ Room Blog in Teachers’ Room This section presents: Impressive moments in professional practices, IP Histories, and many other types of ideas that people choose to share with one another. I appropriate To deepen my understanding of the IP program. I share To profit from others’ creativity. To invest in the community of practice. The toolbox and Grand dossiers are presented in this block. I transfer To use what I have learned in my own IP context. Each member of the community is responsible for its enrichment.
  • 19. ToolboxThe Toolbox presents working documents produced by members of the IPcommunity who wish to share their work in order to advance our collectiveunderstanding of the program.The toolbox is divided into 6 sections: Choosing a project Planning a project Executing a project Presenting a project Not categorized Community partnersWould you like to put a resource in the toolbox? Do you know how?Each member is responsible for enriching the Toolbox. Toolbox
  • 20. ToolboxTypes of documents found in the Toolbox: Pedagogical activities: At times it is necessary for a teacher to propose an activity for individual students or for the whole class in order to address specific learning intentions related to one of the two program competencies. Graphic organizers: This type of document helps students organize their thoughts and can be used individually or in groups. They encourage students to think more precisely about each step in the learning process. Verification or check-lists: These check-lists focus on one particular element of project development and allow students to assess their work and leave quality evidence of competency development. Etc.
  • 21. Grands dossiers The Grands dossiers are organized around 10 themes that are pertinent to the IP program and that offer an easy-to-use structure for facilitating the advancement of professional practices. Each Grand dossier is comprised of: An introductory text that explains the pertinence of The topic for the IP program; Diverse resources, activities, models and guides; Hyperlinks to other virtual spaces in the IP on-line community (Teachers’ Room, FAQ, Videos, etc.) that contain publications on the same themes. Grands dossiers
  • 22. Grands dossiers The Grands dossiers represent a collective undertaking. Each month, the community examines one theme and all members are invited to add resources, documents, strategies and suggestions. This permits a continuity for future IP teachers who will want to access resources developed by members of the IP on- line community of practice. Annual planning and constructing classroom communities Choosing a project: uses creativity Planning a project: adopts effective work methods Mutual support and feedback: works in a team Executing a project and using a portfolio: exercises critical judgement Quick and Easy-to-use resources Motivation: achieving one’s potential Presenting a project: communicates appropriately Metacognition and reflection Teachers’ end-of-year summary.
  • 23. In looking for a way to address some of the IP challenges articulatedby teachers and consultants across the province who wrote to us, the MELS IP team employed new technologies in order to offer on-line training during the Spring, 2010.
  • 24. «Without question, my greatest support for teaching this program is the team we formed during the first year (3 teachers who share 6 groups of IP students)»« During my first experience, I didn’t always find the best approach for helping students develop authentic and stimulating projects. But by looking at the site, some wonderful suggestions and examples emerged. A big thank you to those responsible for the IP Web site. The support is exceptional.»
  • 25. Accompanying students
  • 26. ICT, a suppor t for challenges This course poses many challenges for everyone – students, teachers, pedagogical consultants, and school administrators who have to to learn to juggle diverse elements. Information andcommunication technologies are helpful for accompanying, evaluating and managing students’ different project choices. For the past two years, through the creation of IP virtual classrooms, teachers have been able to follow the creative currents of their students with more ease. The technologies that are so frequently used during students’ leisure time, can become a support for classroom learning.
  • 27. «Of course it’s a lot of work for teachers. I accompanied 93 projects last year... »67% of teachers surveyed said the use of ICT facilitated the management of IP projects. «Given that this was our first year, we didn’t see ourselves as being very competent. Bit by bit, we realized how to offer individual feedback to large groups of students. We believe student success is a team project and benefits the entire school community.»
  • 28. Vir tual Classroom It is easy to set up a virtual classroom! Many teachers are already using the IP Web site to help them accompany their students and this practice is increasing. The site is becoming a technological resource that has many purposes. To facilitate supervision and evaluation; To allow follow-up with students at any time; To conserve evidence of students’ competency development by using, for example, electronic portfolios; To encourage communication by and between students.
  • 29. Vir tual Classroom Since her first year experimenting with the IP program, Julie has wanted to optimize the quality and frequency of her interactions with students. This is why she has chosen to use a virtual agenda with which she can communicate directly with her students and her students can transmit information to her at any time and from any location. She can also decide to open a personal blog for each of her students that will serve as their reflection journals. With these virtual spaces, she will have access to her students’ work at any time. Julie knows that the integration of technology in her classroom facilitates her teaching and she knows she can count on the support of the IP community and the provincial RÉCIT Services for guidance as she learns how to use this new resource. Virtual Classroom
  • 30. An on-going history T he project that constitutes the « Integrative Project Program » began 7 years ago: sufficient time for several students to have lived rich learning experiences; sufficient time for refining intervention strategies, and for groups of teachers and consultants to publicallypose questions and share practices; sufficient time for some teachers to be amazed and impressed by the quality and scope of student projects and by the personal learning and development of many students : « They accomplished more than I ever imagined.»