TERMIUM Plus^®

Record 1,  Textual support,  English

Record number: 1, Textual support number: 1 CONT

Learning language conventions using a communicative approach involves activities that focus attention on form in context in order to facilitate the understanding and the expression of accurate and meaningful oral and written messages.  2, record 1, English, - language%20conventions

Record 1,  Textual support,  French

Record number: 1, Textual support number: 1 CONT

Suivant l'approche communicative, l'apprentissage des conventions linguistiques repose sur des activités axées sur une forme cible en contexte. Cette intervention pédagogique favorise autant la compréhension que la formulation de messages oraux et écrits précis et signifiants.  2, record 1, French, - conventions%20linguistiques

Record 1,  Textual support,  Spanish

Record 2,  Textual support,  English

Record number: 2, Textual support number: 1 CONT

The case conference committee (CCC) is charged with the responsibility for: Determining a student’s eligibility for special education services; Identifying the unique educational needs of the student; Developing appropriate specialized services and supports; Maintaining the student’s special education services to the maximum extent possible with his/her non-disabled peers ...  2, record 2, English, - case%20conference%20committee

Record 2,  Textual support,  French

Record number: 2, Textual support number: 1 CONT

Nous avons mis sur pied un comité multidisciplinaire pour la conception et la mise en œuvre des plans d’intervention. Le comité est composé d’une psychologue, d’une aide pédagogique individuelle et d’une conseillère pédagogique. Des [professeurs] sont également intégrés au comité pour les cas plus particuliers.  2, record 2, French, - comit%C3%A9%20multidisciplinaire

Record 2,  Textual support,  Spanish

Record 3,  Textual support,  English

Record number: 3, Textual support number: 1 OBS

The IMIM is a visual aid that helps the officer envision an event and explain why certain intervention methods were employed ... The model is also a teaching aid used for training officers. The IMIM is not in itself policy or law and should not be considered as a justification model on its own.  1, record 3, English, - Incident%20Management%2FIntervention%20Model

Record 3,  Textual support,  French

Record number: 3, Textual support number: 1 OBS

Le MIGI est une aide visuelle qui permet aux agents de la paix de visualiser un événement et d’expliquer la raison pour laquelle certaines méthodes d’intervention ont été utilisées [...] Le modèle est également un outil pédagogique qui sert à former les agents. Le MIGI en soi n’ est ni une politique ni une loi et ne devrait pas, à lui seul, être considéré comme un modèle de justification.  1, record 3, French, - Mod%C3%A8le%20d%26rsquo%3Bintervention%20pour%20la%20gestion%20des%20incidents

Record 3,  Textual support,  Spanish

Record 4,  Textual support,  English

Record number: 4, Textual support number: 1 DEF

An instructional method in which one child tutors another in material on which the tutor is an "expert" and the tutee is a "novice."  2, record 4, English, - peer%20tutoring

Record number: 4, Textual support number: 1 CONT

Tutoring approaches and models have many variations in the regular classroom and include tutorial instruction, peer tutoring, peer teaching, peer education ...  3, record 4, English, - peer%20tutoring

Record 4,  Textual support,  French

Record number: 4, Textual support number: 1 DEF

[Méthode pédagogique] qui consiste en une intervention structurée entre deux élèves où l'un d’eux fournit à l'autre un support scolaire.  3, record 4, French, - tutorat%20par%20les%20pairs

Record number: 4, Textual support number: 1 CONT

Le projet présenté visait à améliorer le niveau de lecture des élèves de trois écoles d’immersion française grâce au tutorat par les pairs. Le programme consistait en des sessions privées entre un pair de cinquième, sixième ou septième année et un lecteur en difficulté de deuxième ou troisième année.  4, record 4, French, - tutorat%20par%20les%20pairs

Record 4,  Textual support,  Spanish

Record 5,  Textual support,  English

Record number: 5, Textual support number: 1 OBS

Atlantic Provinces Education Foundation. Curriculum guidelines for the Atlantic provinces' Atlantic Canada in the Global Community (English) and La région atlantique : en interaction avec le monde (French immersion) courses. These guidelines will direct teaching practices and define program philosophy and content.  2, record 5, English, - Atlantic%20Canada%20in%20the%20Global%20Community

Record 5,  Textual support,  French

Record number: 5, Textual support number: 1 OBS

Fondation d’éducation des provinces atlantiques. Ces lignes directrices pour les cours La région atlantique : en interaction avec le monde(en français) et Atlantic Canada in the Global Community(en anglais) orienteront les enseignants des provinces atlantiques dans leur intervention pédagogique et définiront la philosophie et le contenu du programme d’études.  1, record 5, French, - La%20r%C3%A9gion%20atlantique%20%3A%20en%20interaction%20avec%20le%20monde

Record 5,  Textual support,  Spanish

Record 6,  Textual support,  English

Record number: 6, Textual support number: 1 CONT

... it is ... more important to refine the progressions of mental models and associated problem selection than to concentrate on diagnostic and remedial activities.  1, record 6, English, - remedial%20activity

Record 6,  Textual support,  French

Record number: 6, Textual support number: 1 DEF

Forme de remédiation qui concerne le matériel pédagogique utilisé, le mode d’intervention [.. ], les stratégies, la durée et le moment de l'apprentissage.  1, record 6, French, - activit%C3%A9%20corrective

Record 6,  Textual support,  Spanish

Record 7,  Textual support,  English

Record number: 7, Textual support number: 1 DEF

An action triggered by the didactic module, that is observable by the student.  1, record 7, English, - tutorial%20intervention

Record number: 7, Textual support number: 1 CONT

The didactic operation is more general than a didactic intervention, in that it does not necessarily correspond to actions visible to the student.  1, record 7, English, - tutorial%20intervention

Record number: 7, Textual support number: 1 OBS

Interventions can be either prefabricated (prestored) or tailored to student's viewpoint (i.e. generated by the system).  4, record 7, English, - tutorial%20intervention

Record number: 7, Textual support number: 2 CONT

Even if an important issue has been recognized as overlooked in the current move and evaluated as weak in the student model, however, coaching principles can still oppose tutorial intervention, for instance if it would otherwise take place for two moves in a row (didactic source). In general, once an operation has been triggered in a given context, the system must still decide what to do or say, how to do or say it, or even whether to do or say anything at all.  1, record 7, English, - tutorial%20intervention

Record number: 7, Textual support number: 3 CONT

As decompilation reveals the locus of expertise and represents structural and strategic abstractions explicitly, didactic interventions can focus on critical concepts and can describe expertise in general terms rather than problem-specific ones.  1, record 7, English, - tutorial%20intervention

Record number: 7, Textual support number: 4 CONT

Much previous work on ICAI ... has focussed on the "buggy model of learning," in which the computer is supposed to diagnose the student's incorrect ... operators and direct specific tutorial action to correcting these misconceptions.  3, record 7, English, - tutorial%20intervention

Record 7,  Textual support,  French

Record number: 7, Textual support number: 1 DEF

Suivi de l’apprenant par le module pédagogique.  3, record 7, French, - intervention%20tutorielle

Record number: 7, Textual support number: 1 CONT

Selon ce modèle, l’intervention éducative consiste à modifier l’environnement culturel, en y introduisant de nouveaux éléments de construction et en éliminant les éléments nuisibles.  2, record 7, French, - intervention%20tutorielle

Record number: 7, Textual support number: 1 OBS

Comparer à opération didactique.  4, record 7, French, - intervention%20tutorielle

Record 7,  Textual support,  Spanish

Record 8,  Textual support,  English

Record number: 8, Textual support number: 1 CONT

The functions of a department are based on the strategic development plan (which includes the success plan), as follows: ... to make recommendations to the College and the Commission pédagogique that are likely to improve the quality of teaching ...  2, record 8, English, - commission%20p%C3%A9dagogique

Record 8,  Textual support,  French

Record number: 8, Textual support number: 1 DEF

Ensemble réunissant un administrateur et des représentants des divers champs d’intervention pédagogique pour réaliser divers mandats confiés par le Conseil d’administration en vue de faire progresser certains dossiers.  2, record 8, French, - commission%20p%C3%A9dagogique

Record 8,  Textual support,  Spanish

Record 9,  Textual support,  English

Record number: 9, Textual support number: 1 DEF

The component of an ICAI program that selects the strategies for presenting tutorial information to a student.  7, record 9, English, - tutorial%20module

Record number: 9, Textual support number: 1 CONT

Tutorial Module. ... The tutor is an agent which can be actively invoked either by the user directly or by the advice module when the latter determines that instruction is likely to be useful. The tutor is composed of 3 components: tutorial rules, a complexity map, and a set of case models.  3, record 9, English, - tutorial%20module

Record number: 9, Textual support number: 2 CONT

The Tutor Module is in charge of the teaching activities, in particular, selecting an appropriate pedagogical stategy using the information produced by the student model. It plays the roles of tutor, instructor and exercise generator. The pedagogical decisions are made dynamically based on the information from the student model. If the student is very familiar with the materials being taught, he will be given harder exercises to increase his understanding. However, if the student is totally unfamiliar with the concepts, he will be given a tutorial.  3, record 9, English, - tutorial%20module

Record number: 9, Textual support number: 3 CONT

The tutoring module has two functions: coordination and teaching. The tutoring module receives all the information from the different modules of the ITS and coordinates the overall activity using psycho-pedagogical knowledge.  8, record 9, English, - tutorial%20module

Record number: 9, Textual support number: 4 CONT

The tutorial expert represents tutorial knowledge ... and the ability to use this knowledge, along with the student model, to make pedagogical decisions. It is the control element of the ITS [Intelligent Tutoring System].  5, record 9, English, - tutorial%20module

Record 9,  Textual support,  French

Record number: 9, Textual support number: 1 DEF

Module d’un système EIAO dont la fonction essentielle est de fournir une réponse à une situation ponctuelle (blocage, erreur ou demande d’aide). Il contribue à la recherche de la meilleure stratégie pédagogique [CTN, Paris, 1991].  3, record 9, French, - module%20tuteur

Record number: 9, Textual support number: 1 CONT

Le module tuteur : il fournit la stratégie pédagogique la plus appropriée à la situation actuelle. Il est chargé de choisir le type d’intervention(«répéter» par exemple) et le mode d’intervention. La base de faits du tuteur lui permet de conserver la trace des échecs pendant la recherche de la "meilleure" stratégie(journal des règles effectuées) et des règles effectivement appliquées(base des actions effectuées), afin d’être en mesure de mettre à jour le modèle de l'apprenant et la base d’expertise si nécessaire.  1, record 9, French, - module%20tuteur

Record 9,  Textual support,  Spanish

Record 10,  Textual support,  English

Record number: 10, Textual support number: 1 DEF

...a graphic depiction of the lesson, which shows what happens in the lesson under all possible circumstances.  1, record 10, English, - flowchart

Record number: 10, Textual support number: 2 DEF

A chart or diagram of how the lesson progresses or flows. It depicts not merely the lesson sequence from beginning to end, but accounts in full detail for progression through every possible option within the lesson.  1, record 10, English, - flowchart

Record number: 10, Textual support number: 1 CONT

A flowchart is a series of diagrams that describe in detail what operations a computer should perform and in what order it should perform them. ... the flowchart ... should include all details of the sequence of lesson components, such as information presentations, questions, student interactions, and student choices.  1, record 10, English, - flowchart

Record 10,  Textual support,  French

Record number: 10, Textual support number: 1 DEF

[...] technique pour illustrer le contenu et le mode de fonctionnement d’un didacticiel [qui] permet de visualiser le fonctionnement interne d’un logiciel à partir des pages-écrans et des menus tels que l’utilisateur les apercevra à l’écran de son ordinateur.  1, record 10, French, - diagramme%20de%20fonctionnement

Record number: 10, Textual support number: 2 DEF

[...] schéma général du déroulement du didacticiel avec la décomposition en phases et les liaisons logiques entre les différentes phases. Ce schéma général prévoit l'enchaînement des phases découpées par sous-objectif, les interactions prévues avec l'apprenant(les choix, les cheminements en réponse aux choix faits, les dérivations proposées), la conception des aides générales et diversifiées ainsi que leur insertion dans le cheminement pédagogique, la disposition des tests d’acquisition, les moments d’intervention de l'animateur...  2, record 10, French, - diagramme%20de%20fonctionnement

Record 10,  Textual support,  Spanish

Record 11,  Textual support,  English

Record number: 11, Textual support number: 1 CONT

SPIRIT's most distinctive feature is the integration of two didactic subcomponents, the "tutor" and the "mentor", which enable SPIRIT to vary its didactic strategy on the basis of its student model, switching between unobtrusive coaching and directive tutoring.  1, record 11, English, - directive%20tutoring

Record number: 11, Textual support number: 1 OBS

Contrast with "coaching" and "guided-discovery learning".  2, record 11, English, - directive%20tutoring

Record 11,  Textual support,  French

Record number: 11, Textual support number: 1 CONT

L’intensité de l’encadrement didactique [du didacticiel] peut varier selon le degré d’indépendance qu’on veut bien laisser à l’élève dans son cheminement à travers le didacticiel. [...] Un encadrement fort oblige l’élève à suivre les étapes tel que prévu par l’enseignant, tandis que l’encadrement faible lui permet de choisir lui-même les étapes qu’il désire suivre.  2, record 11, French, - guidage%20directif

Record number: 11, Textual support number: 1 OBS

Voir intervention pédagogique et guidage discret.  1, record 11, French, - guidage%20directif

Record 11,  Textual support,  Spanish

Record 12,  Textual support,  English

Record number: 12, Textual support number: 1 OBS

(English rendering taken verbatim from DNR-2 Minute Sheet dated 21 Jul 89 - File no. 3136-5-2016).  1, record 12, English, - Group%20for%20the%20Pedagogic%20Intervention%20for%20Peace%20and%20Disarmament

Record 12,  Textual support,  French

Record 12,  Textual support,  Spanish

Record 13,  Textual support,  English

Record number: 13, Textual support number: 1 CONT

Observations of human teachers who interleave opportunistic and plan-based styles have led a number of researchers to suggest the need for some sort of internal "agenda", which would keep track of active subgoals and emergent goals and provide a complex triggering context for didactic operations (Collins et al., 1975b; Collins and Stevens, 1982; Leinhardt and Greeno, 1986). The triggering context, of course, provides important constraints and resources by focusing didactic operations on recognized opportunities or prevailing plans. However, there are additional considerations on which to base decisions, and this section identifies three potential sources of both constraints and resources for systems: didactic, domain-specific, and diagnostic information.  1, record 13, English, - triggering%20context

Record number: 13, Textual support number: 2 CONT

The process model of most existing system is mainly used to follow the student and to trigger the presentation of prefabricated interventions, rather than to generate explanations.  1, record 13, English, - triggering%20context

Record 13,  Textual support,  French

Record number: 13, Textual support number: 1 OBS

Les principales sources d’information contextuelle sont d’ordre didactique, diagnostique et spécifique du domaine. Voir déclencheur et intervention pédagogique.  1, record 13, French, - contexte%20d%C3%A9clencheur%20d%26rsquo%3Binterventions

Record 13,  Textual support,  Spanish

Record 14,  Textual support,  English

Record number: 14, Textual support number: 1 CONT

Self is interested in formalizing teaching actions in terms of a student model. He wants a student model that is predictive as well as inspectable. His "concept teaching program" even uses a learning model to construct optimal instructional sequences in an artificial domain.  1, record 14, English, - optimal%20instructional%20sequence

Record 14,  Textual support,  French

Record number: 14, Textual support number: 1 OBS

Voir intervention pédagogique.  2, record 14, French, - s%C3%A9quence%20optimale%20d%26rsquo%3Bactions%20didactiques

Record 14,  Textual support,  Spanish

Record 15,  Textual support,  English

Record number: 15, Textual support number: 1 CONT

In Self's system, the explicit representation of the teaching goal and the explicit relation of the student model to that goal via a learning model give an interesting computational definition of optimal teaching actions. Although it is not presented as a self-improving system. Self's program contrasts with O'Shea in that the tutor has access to a formal learning model. Thus its search for optimal teaching actions is analytical rather than being based on empirical experiments.  1, record 15, English, - optimal%20teaching%20action

Record 15,  Textual support,  French

Record number: 15, Textual support number: 1 OBS

Voir aussi intervention pédagogique.  2, record 15, French, - action%20didactique%20optimale

Record 15,  Textual support,  Spanish