presenting community
DESCRIPTION
TRANSCRIPT
An evolving network that responds to the needs
of its members
Integrative Project Community
Objectives of the Integrative Project Community
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To develop a suppor tive network that encourages the
construction of knowledge across the province.
To learn easy ways to contribute and share best practices with a
view to building professional capacity in this discipline.
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.
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To retain evidence of periods of experimentation that will help the
integration of new community members.
To generate new IP practices and emphasize their innovative
nature in diverse educational contexts.
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Objectives of the Integrative Project Community
Organizational Aspects
«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.
The Step-by-step’s represent an invitation to learn, progressively, how the site and its various web-based resources function.
These weekly communications are sent to the e-mail addresses of all members of the IP on-line community.
The Step-by-step’s contain:
Step-by-step
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.
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.
Spotlight on youth
All in one place:
Regional departments
Teachers’ Room
www.projetintegrateur.qc.ca
Pedagogy
58% of IP teachers surveyed said they consider themselves
better able to help their students access the resources necessary for the realization of their IP projects as a result of
the tools offered by the IP on-line community.
«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!»
Spotlight on youth
Espace jeunes
Spotlight on Youth is a space dedicated to resources and references for IP students.
They can find examples of impressive 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
Everyone togetherThis 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: [email protected]
Bulk ResourcesBulk 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 SpacesEach 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.
Spotlight on youth
Besides encouraging the integration of new technologies in the classroom, the use of School Spaces gives everyone access to some of the learning experiences that have helped students develop their social and cultural competencies.
Teachers invite their students to publically share some of their IP actions through the publication of posts. In this way, students participate in the development of a learning community that will support them throughout the year.
As well, using this space provides teachers with an opportunity to help students develop a code of ethics related to the publication of texts on the Web, a practice that will serve them well when using new technologies in diverse contexts in and out of school.
School spaces
Professional Development
«The first year was one of experimentation – lots of unknowns and many difficulties. The IP
community 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 suppor t 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 IP
community helped them overcome professional isolation.
One community, one IP network
Based on the logic of co-construction, the Ministère de
l’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, and productions. This site, animated by a provincial RÉCIT consultant, has close 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.
The Teachers’ Room is a space reserved for educational professionals and partners associated with the IP community. As of the end of September, this space will be open only to members in order to create a true working space.
This virtual space is continually enriched thanks to the contributions of teachers and other educational professionals. Their reflections, resources, and questions are presented freely without judgement or validation.
Qeachers’ Room
Teachers’ Room
www.projetintegrateur.qc.ca
Each member of the community is responsible for its enrichment.
Qeachers’ Room
Blog in Teachers’ RoomThis section presents: Impressive moments in professional practices, IP Histories, and many other types of ideas that people choose to share with one another.
I appropriateTo deepen my understanding of the IP
program.
I shareTo profit from others’ creativity. To invest in the community of practice. The toolbox and Grand dossiers are presented in this block.
I transferTo use what I have learned in my own IP context.
The Toolbox presents working documents produced by members of the IP community who wish to share their work in order to advance our collective understanding 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 partners
Toolbox
Would you like to put a resource in the toolbox? Do you know how?Each member is responsible for enriching the Toolbox.
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.
Toolbox
Types of documents found in the Toolbox:
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:
Grands dossiers
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-linecommunity (Teachers’ Room, FAQ, Videos, etc.) that containpublications on the same themes.
Grands dossiers
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.
In looking for a way to address some of the IP challenges articulated
by 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.
« 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 suppor t is
exceptional.»
«Without question, my greatest suppor t for teaching this program is the team we formed during
the first year (3 teachers who share 6 groups of IP students)»
Accompanying students
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 and
communication 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.
«Of course it’s a lot of work for teachers. I accompanied 93 projects last
year... »
«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.»
67% of teachers surveyed said the use of ICT facilitated the
management of IP projects.
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.
Vir tual Classroom
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.
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 classroomfacilitates her teaching and she knows she can count on thesupport of the IP community and the provincial RÉCIT Services for guidance as she learns how to use this new resource.
Virtual Classroom
Vir tual Classroom
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 publically pose 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.»