ISBN : 9782924651025
Year of publication : 2016
Nombre de pages : 109
Langue : Anglais#French</trp-gettext#!trpEnglish#
This book is aimed at teachers, remedial educators and all those who want to increase the effectiveness of their interventions with learners, especially those with learning difficulties.
Often, those who experienced difficulties in their first year find themselves in sixth grade with the same difficulties or worse. Yet they have already been helped by professionals. Are these failures inevitable? No. As practitioners, we can improve our interventions and teaching to counter or mitigate these difficulties.
This book proposes various themes (information processing, cognitive processes, principles of mediation, knowledge construction, mental management, etc.) that a trainer needs to master in order to effectively mediate between learners and the knowledge to be acquired. Each theme is accompanied by concrete examples and application exercises.
What's more, this book provides a guide for experimenting with mediation and learning remediation to plan individual meetings with learners; first to assess their specific difficulties, then to implement scientifically recognized teaching and intervention practices. And it is precisely this type of intervention that leads learners to develop their metacognitive processes, an essential condition for resolving their difficulties.
In short, this training tool offers an intervention model in which we learn to use mediation principles that foster a stimulating pedagogical relationship for students with learning difficulties.
This intervention model applies to all levels of education.
She holds a bachelor's degree in teaching French at secondary level, and is completing a master's degree in orthopedagogy. In recent years, she has worked with a variety of learners with learning difficulties (learning disabilities, mild intellectual disabilities, etc.). This experience prompted her to delve deeper into the various themes explored in this book.
Professor at the Université du Québec à Trois-Rivières. She holds a doctorate (Ph.D.) in educational psychology on the experiential learning of teaching-learning strategies. For several years now, she has been training teachers in cognitive mediation. She is a supervisor and pedagogical leader for orthopedagogy internships. She is interested in the development of cognitive and executive functions in learners with learning difficulties.
