1. Choisy-le-Roi 2. Lyon 3. Marseille 4. Montreuil 5. Paris 6. Strasbourg 7. Toulouse
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Transcript of 1. Choisy-le-Roi 2. Lyon 3. Marseille 4. Montreuil 5. Paris 6. Strasbourg 7. Toulouse
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1. Choisy-le-Roi
2. Lyon
3. Marseille
4. Montreuil
5. Paris
6. Strasbourg
7. Toulouse
8. Villiers-le-Bel
ORT school in france
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MARSEILLE
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Our school
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OUR SCHOOL
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OUR PUPILS
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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)
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électronique électricité
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comptabilité
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amphithéâtre
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I C T as motivated tools
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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.
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loss of motivation pupils
Classical teaching unadapted
Use of I C T to interess and motivate pupils
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An exemple of a lesson where we use new technologies
Class: Eleven level
Theme: construction sin and cosin function
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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 ?
• ……….
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All the information are put in commun in class
Even the pupils with a low level participate
Setting up of a summary
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Second stage
During class with a video projector
• presentation of pupils activity
•Handing out a pupils sheet
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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'
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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'
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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'
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The pupils like to be able to follow thanks to visual progression
Illustrating the lesson enable the pupils to understand it better
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Third stage
In informatic classroom
Use of excel spreadsheet by the pupils
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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
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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
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Fourth stage
Synthese of the lessons as homework
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Summary
• Pupils better understanding of the lesson
• Accurate methode to motivate and put the pupils forward