The desire to facilitate a learning "adventure" started when I realized that learners had to take ownership of their learning to be able to truly learn. My "guidance project" with Eva went further than facilitating and you will see how. My project was to show Eva what understanding meant in her own mind. The real difficulty for me was not to share my own understanding do with fear of not being a "mediator of knowledge", I decided to define my intention: I wanted to guide Eva and for that, I had to forget about me! I consciously chose to be there with her and to listen to her only. After our first dialogue, I understood that Eva loved art and music but she didn't dare being creative and imaginative in her academic subjects.
So I decided to present a task with images and words : Magritte's rebus painting. As I moved step by step towards the presentation of the task, I suddenly felt unsettled by Eva's answer: "I don't know how to connect the words and the images". After a few seconds, her answer resonated with me and I told her that "everything was to be discovered. "At that moment, her answer echoed in my mind and in fact, "I didn't know either what her mind was about to produce, only she would. "I remember at that moment telling myself that it was important to respect wether she was ready to do it or not. She had to decide gradually if she wanted to move forward. This moment of exchanges in "zigzag", sowed with uncertainty, forced me to take some time to highlight her "evocative" mindful work. At that moment, I felt like Eva was becoming "an actress of her own meaning" when I brought her to explore her inner world with tranquility. On my side, I had to let go and accept unanswered questions. I wanted to give her the power to hold the key to knowledge. The role of "midwife", in the Socratic sense of the word, seemed to me at the heart of this meeting because I wanted Eva to give birth to her "tools of thought", without any judgment. With curiosity, we walked together to meet her "procedures of knowledge".
As we probed her strengths, Eva had a form of eureka: she stood up and said to me "Oh yes, that's it, that's what I've been told to do all my life. I understand what I have to do now. "I remained silent to let Eva go through with her thought...
Eva was standing in front of me, ready to take action: "from power to action" Aristotle's injunction made sense. This awareness, this "motility" moved her forward. An immense joy overwhelmed me: I had become a companion of learning. The emotion of her happiness touched me.
While I had taken care to put "a mirror" in Eva's head, it also seemed to me that I had answered my own questions. During this meeting, a mirror had also been lodged in my consciousness: suddenly, through my questions and her answers, I had just understood what it really meant to dialogue in order to acquire one's own knowledge.
The meaning of the term encounter between "two ignorances" during the pedagogical dialogue took on its full meaning. Indeed, only Eva's information could enable her own understanding and then pass it on to me so that I could understand it. I was no longer the holder of knowledge. This thought came to my mind at the same time as her thought appeared. This probing intelligence was generously sharing "infinitely more" to me: I didn't have to understand everything before her in order for her to understand herself.
I wonder if facilitating learning is an adventure through which the facilitator emerges greater from this experience?
What are your thoughts?
Engaging a child in his learning journey is like planting a cherry tree. By giving the best environment possible and a nurturing approach through the creation of a co-learning space, acquired with patience, similar to gardening, you will be growing some cherries.
Like the gardener, you are the primary weed control expert in charge of encouraging growth. Over time, energy will be released from the child and growth will happen: observe, listen, dialogue, praise effort and adapt your projects together.
I would like to share a classroom scene that might talk to you: Multiple faces gathered together: many are worried, some are more dissipated, some are waiting for something to happen. Some are waiting to be surprised, others want to get it over with. They all seem to be hoping that a friendly text message will take them out of this learning passiveness.
When one day...
As I enjoy asking questions to shake those "sluggish consciousness", I started as followed: What if we'd find out what’s going on in our heads when we learn? I propose to conduct a "pedagogical dialogue" in order to lead them towards a work of introspection by making them discover "the power" to learn how to learn. I tell them that all of us will have to adopt a kind attitude to the process and that there will be no right or wrong answers. I inform them that my questions could shed light on their cognitive personality and ask them if they are ready for a quest, for a new adventure. A general yes was heard!
Enthusiastic as I am, the impulse of the moment lead me to show them that I understood them and in the rush, I actually listened to myself more than I listened to them. When really what I wished for, was to guide them more than understand them. I wanted to give them an answer, a content, a piece of knowledge that they could bring back home.
When I realized what had happened in my head, I understood that I still had to travel a bit, to go towards this other "experience of consciousness” (Husserl, the theory of consciousness) to allow students understand themselves.
I had just realized, during these moments of support and introspection, that I needed to reflect on my added value, my intention and my action.
These pieces of the puzzle would allow me to stop being in my own "mental labyrinth". I had to adapt to these multiple minds during my inter-actions.
Therefore, I wonder, have you ever felt the same? Have you ever asked yourself : What is my intention? What is my own project? And what about the children's project?
Where do you think you are in the learning space?
En cette période unique de pandémie, nos enfants se sont retrouvés du jour au lendemain, enfermés à la maison devant leurs écrans ou leurs livres scolaires, sans outil pour apprendre à apprendre. La motivation a diminué pour certains, pour d’autres, l’organisation a représenté un vrai défi.
L’apprentissage ne se fait pas toujours aisément alors on s’interroge : Quelle direction prendre ? Par où commencer ? Comment engager l’enfant ? Seul(e), assis devant un écran ou devant les devoirs à accomplir pour la semaine, cet enfant ne se sent pas toujours motivé pour apprendre.
D’après Eduard L.Deci, professeur psychologue américain et Rolland Viau , professeur chercheur canadien, les leviers de la motivation sont les suivants :
Parmi ces 4 leviers, sur lequel jouer pour réussir à engager l’enfant ? Lequel a le plus de valeur à ses yeux ? Comment co-créer une expérience positive pour engager ? Elle pourrait se faire à travers une quête, dans le but de découvrir quelque chose comme remporter une récompense. Quelle valeur ajoutée pourrions-nous apporter durant cette quête ?
Pour nous adultes, ce serait un peu comme partir en voyage. On chercherait notre projet de vacances comme celui de découvrir une nouvelle ville chaque jour, monter la plus haute montagne en famille ou s’amuser comme jamais ? Quelle serait l’objectif de notre projet ? Comment ferions-nous pour nous sentir bien ? On pourrait préparer ce dont on a besoin pour le voyage par rapport à l’endroit où nous allons.
Aujourd’hui, pour la plupart des enfants leur projet est de partir en mission dans leur jeu vidéo favori, Ils lisent des informations avec les tutoriels (ou pas), ils s’organisent avant leur mission (ou pas), ils recherchent ce qu’ils doivent collecter (ou pas), ils s’entrainent à être meilleurs : ils se préparent mentalement à gagner pour eux même ou bien par rapport à d’autres joueurs ? Et s’ils s’investissaient dans l’apprentissage comme dans une mission de jeux vidéo ?
Observons nos enfants, comme si nous étions en mission nous aussi :
Préfèrent-ils connaître la logique du jeu avant de se lancer ?
Lire des tutoriels ?
Échanger avec des joueurs pour jouer ?
Expérimenter de suite ?
Imaginez une boussole « apprendre à apprendre » avec 4 couleurs qui pourrait nous diriger à chaque moment de la mission :
Se faire des quiz sur ce que l’on sait,
Faire des fiches en traduisant avec ses mots
Faire des exercices pour trier ce que l’on sait et ne sait pas,
Échanger ce que l’on sait,
La connaissance se ferait à travers de véritables interactions colorées. Partons ensemble à la découverte de nouveaux territoires en couleur ! Observons, soyons curieux, ouverts et attentifs, désireux de faire une nouvelle rencontre lors de ce projet de voyage « apprendre à apprendre », co-construisons l’apprentissage avec agilité.