Publish at September 06 2021 Updated October 30 2021
Many teachers consider the syllabus as a static reference document. However, some teachers do not hesitate to modify it as needed, to better correspond to the reality of the field. There is nothing better than discussing it with the students.
This article is reserved for subscribers to the full edition. You can subscribe Here.
You might also like:
Autonomy as a professional skill: normative fiction or observable reality?
Autonomy, omnipresent in reference frameworks, remains rarely defined and difficult to teach and assess. This article shows that autonomy is not so much an individual skill as a situated ability, built on interdependence and environments equipped, in particular, with AI. It proposes to make it a genuine learning object, explicit, progressive and critical.
Becoming familiar with death to be reborn in consciousness in the present
An extraordinary learning experience for volunteers. We educate about sexuality, why not also about death?
Objective-based learning: effective according to the scale
Organizing learning by objectives. Whose objectives?
The contribution of narrative practices to pedagogy
The narrative approach is an extraordinary lever for development. This approach enables us to dissociate the person who is supposedly the bearer of a problem from the situation he or she is experiencing. By shifting the focus on interactions, we don't limit the individual to being just a problem.
Preparing a successful online conference
Optimization of all elements. All that's left is to place your presentation online.
