This project aims to create a powerful tool for pupils aged 10 to 16 to improve their learning strategies, in particular targeting schools welcoming pupils with a less favorable socio-economic profile. By side effect, these children will become formative vectors for their teachers and their parents. Modern teaching practices encourage more and more teachers to leave their traditional posture, to give less collective explanations, to take on a coaching role. They are much more likely to observe students trying to learn when before this activity was rather compartmentalized at home. The teacher more often has the opportunity to ask himself the question why a student does not succeed, coming out of the binary belief: "he is limited or lazy". The project targets students from the age of 10 from disadvantaged backgrounds who face learning difficulties resulting in loss of self-esteem and demotivation, which are the premises of dropping out of school. The partnership does not offer a new teaching method or pedagogy but focuses on effective learning strategies for students, whatever the subject, drawing on sources that have proven themselves in the field of education: neuro-linguistic programming, mental management, visual thinking, multiple intelligences, etc. From these generated sources, the project will develop a booklet for students integrating these strategies in a single tool, easily manipulated by all students and developing their "know-how" in a lasting manner. The project also aims to give teachers the keys to these learning strategies by developing an pedagogical guide which is specifically dedicated to them and which requires on the one hand to develop their knowledge on this subject and on the other hand to 'support their students in obtaining sustainable learning strategies. Finally, the partners plan to develop videos that will be an explanatory reference for the booklet for students and the pedagogical guide for teachers, supporting the integration of these learning strategies in a sustainable manner. In addition, these appealing videos will be a main vector for the dissemination of the project. During the 2 years of the project, the partners propose to: - list the most effective strategies; - classify them according to the types of school needs; - pool these methods, identify what intersects, combine and complement each other; - systematize a vocabulary, common codes; - create tests and progress grids in the acquisition of these strategies; - create a self-learning course on these strategies; - create reminder stickers of these strategies to place on language, science and other course materials by students; - create informative and engaging videos for students, teachers and parents. The main objective is therefore to facilitate their transmission to students, even via a teacher with little or no training in these learning strategies.
This project spreads effective learning strategies to students and their teachers. From our field experience, students are poorly educated on how the brain learns. They spend hours on a vocabulary list, memorizing definitions or understanding a text, without progressing. However, many studies and books explain the winning learning strategies. But they are not very accessible to students who wonder: "Isn't there something you can explain to me in a few minutes that really helps me with this homework?" Teachers aren't much more aware and educated about how their students' brains work. They are often subject matter experts. But when it comes time to study, the student is usually out of class. The teacher does not see it in action. But when we encourage him to have his students study in class, the teacher sooner or later asks himself the question: “But why this student who works hard does not succeed?”. This project aims to facilitate their change of posture by providing them with a clear answer to this question.
This project aims to help students who have difficulty performing in school tasks, when they were demotivated and did not succeed in school. They are mostly categorized as “dumb” or “lazy” by teachers during class councils. Those who don't make it, despite working hard, often simply don't have effective learning strategies. We are not talking here about resting, drinking water or having a clear work space. This project raises the question of mental gestures: “How do you do in your head to learn?”. Very few teachers ask themselves the question and they are rare to be trained to answer it. Thus, parents and teachers allow or even encourage these students to copy a spelling list 5 times to memorize it, without knowing that it is a demotivating waste of time because it does not bring results.