1. choisy-le-roichoisy-le-roi 2. lyonlyon 3. marseillemarseille 4. montreuilmontreuil 5. parisparis...

1. Choisy-le-Roi

2. Lyon

3. Marseille

4. Montreuil

5. Paris

6. Strasbourg

7. Toulouse

8. Villiers-le-Bel

ORT school in france

MARSEILLE

Our school

OUR SCHOOL

OUR PUPILS

ORGANIZATION CHART

Secondary education(students 11-14 years old)

Professional Training(BEP : vocational diploma in electricy & accountancy)

Secondary education(from 11 to 18 levels)

General teaching

BAC (french) A Level GLSE

BTS (advanced vocational training)

électronique électricité

comptabilité

amphithéâtre

I C T as motivated tools

Different groups of pupils1. First those who work and learn theirs lessons regularly and

who have goods results

2. Pupils with average results but who could do better if they were more motivated, their are passive and always need the teacher’s help.

3. Pupils who participate during the lesson but whose results aren’t high enough

4. Pupils who can’t do the work because they haven’t got the necessary background

5. Pupils who don’t want to work who only want to enjoy themselves or talk with their friends.

loss of motivation pupils

Classical teaching unadapted

Use of I C T to interess and motivate pupils

An exemple of a lesson where we use new technologies

Class: Eleven level

Theme: construction sin and cosin function

First stage

Pupils work in autonomy

Research on internet : a few question to help them

• what is the trigonometry?

• do you know some famous mathematicans who have worked on this subject ?

• ……….

All the information are put in commun in class

Even the pupils with a low level participate

Setting up of a summary

Second stage

During class with a video projector

• presentation of pupils activity

•Handing out a pupils sheet

The sin function

• Sinus

Le point M se déplace sur le cercle

trigonométrique.

Il est alors possible d’obtenir la représentation

graphique de la fonction sinus.

O1 AA'

M

V

U

B

B'

x

y

oO1 AA' m

wM

V

U

l

I

B

B'

The cosin function

• Cosinus

L’utilisateur peut choisir de mettre en évidence ou non la symétrie autour de la première bissectrice des axes, elle peut aider à la compréhension de la représentation graphique ci-dessous. Le point M se déplace (flèches du clavier) sur le cercle trigonométrique et il est alors possible d’obtenir la représentation graphique de la fonction cosinus.

oO1 AA' m

X

MJ

I

b

B

B'

O1 AA'

M

b

B

B'

O1 AA'

MB

B'

The sin and cosin functions

SinusCosinus

oO1 AA' m

X

M

V

U

l

I

B'

U'

X'

O1 AA'

M

V

U

B'

U'

The pupils like to be able to follow thanks to visual progression

Illustrating the lesson enable the pupils to understand it better

Third stage

In informatic classroom

Use of excel spreadsheet by the pupils

Use excel

Angles (rd) sinus0,00 0,001,05 0,871,57 1,002,09 0,873,14 0,004,19 -0,864,71 -1,005,23 -0,876,28 0,00

La fonction sinus

0,00

0,871,00

0,87

0,00

-0,86-1,00

-0,87

0,00

-1,50

-1,00

-0,50

0,00

0,50

1,00

1,50

0,00 1,00 2,00 3,00 4,00 5,00 6,00 7,00

sinus

Angles (rd) cosinus0,00 1,001,05 0,501,57 0,002,09 -0,503,14 -1,004,19 -0,504,71 0,005,23 0,506,28 1,00

La fonction cosinus

1,00

0,50

0,00

-0,50

-1,00

-0,50

0,00

0,50

1,00

-1,50

-1,00

-0,50

0,00

0,50

1,00

1,50

0,00 1,00 2,00 3,00 4,00 5,00 6,00 7,00

cosinus

Use Excel

Fourth stage

Synthese of the lessons as homework

Summary

• Pupils better understanding of the lesson

• Accurate methode to motivate and put the pupils forward