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Master Thesis

En quoi différents dispositifs (tutorat, cahier d’autonomie et rallye lecture) permettent-ils à des élèves performants de cycle 2 (CE1 et CE2) en REP de poursuivre en autonomie des apprentissages après l’exécution d’une tâche ?

Abstract : We are working in a priority zone school (I.1). We have cycle 2 pupils (Ce1 and Ce2). After a while, we realized that the level of our pupils is very different and mixed. So, we decided to focus our work on "good" pupils (the ones that have high knowlegdes level) which answers the institutionnal request that is success for everyone and learning rythme adaptation. Indeed, putting in place some measures towards these pupils enables us to have more time for pupils in difficulty and to standardize the class level. Then the question is: how different measures (mentoring, autonomy exercise book and reading race) enable efficient pupils of cycle 2 in priority zone school to keep learning in autonomy after a class work? Before explaining and analysing the dispo choosen, it seems important to understand the questions issue: autonomy, precocity and pupils context (II). These themes better guide us in our choice and make it possible to adapt the dispo to chosen pupils. The packages are: mentoring, autonomy exercise book and reading race. We chose these one to develop the oral expression, deal with the learning depth and give a literary knowledge (III). In this reflexive work, you’ll find our answers about the measures functioning and tips about their setting up.
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Master Thesis
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https://dumas.ccsd.cnrs.fr/dumas-01735962
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Jennifer Ferrandez, Dounia Malandran. En quoi différents dispositifs (tutorat, cahier d’autonomie et rallye lecture) permettent-ils à des élèves performants de cycle 2 (CE1 et CE2) en REP de poursuivre en autonomie des apprentissages après l’exécution d’une tâche ?. Education. 2017. ⟨dumas-01735962⟩

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