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Local.  
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==Project 1: The Herbarium at school ==
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- New training group in class with people who did not work  
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School project: "The herbarium at school. "
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===PROJECT DESCRIPTION ===
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This project was designed to be completed in the fourth and / or fifth grade
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primary education system in Gabon.
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===FIRST PHASE: PREPARATION OF A DRAFT ===
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Discussion of the feasibility of this project with two teachers, and Valentine Béranger, of
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Elementary School Application of the École Normale Supérieure. Both teachers
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found it very exciting and very timely especially as Valentine had already piloted a
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agriculture project with a third class of primary school. The "to the herbarium
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school "seemed feasible.
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===1 / CHOOSE THE THEME: ===
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The choice of the theme is left to the discretion of the teacher or the teacher, through
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a discussion with the target class, the great movement of logging in the city of
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Libreville.  
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====Learning Objectives: ====
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* Identify, photograph, name and recognition of certain plants in the environment
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closest to the student, here it is the courtyard of the school.
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* Identify some uses of plants.
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* Define the term "deforestation".
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* Identify some of the consequences of deforestation.
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* Raise awareness of the importance of plants in the environment of the student.
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* Planting trees in the school.
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* Develop a herbarium of 10 pages.
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Skills and attitudes developed by students through the project:
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* Recognize, name awareness, planting trees, using the XO.
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===2 / TRACKING RESOURCE REQUIREMENTS:===
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Students will have access to resources in the library of the XO. They consult
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appropriate documents on the Internet, as well as software using the XO.
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Obtaining the teacher of a student to leave school
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able to go to the National Herbarium in Libreville, and the herbarium of the University of
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Libreville.
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===3 / ORGANIZATION OF WORK:===
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The student must take ownership of the project, and the teacher play a role
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facilitator or resource person in the organization and execution of the project.
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The teacher organizes the class into triads. Each triad is working on a plant. She
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photography plant using the XO, names using the information collected in the
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Bookstore XO, or exit at the National Herbarium and identifies some of the utilities
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plant. It makes this plant for a page and a page traditional electronic
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Herbarium.
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Triads interchangent regularly each triad results and this in turn
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role its results to the class.
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===SECOND PHASE: IMPLEMENTATION OF THE PROJECT ===
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The project may take the entire school year, one hour per week
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during the course of awakening. (It may take less time, about 6 months, if the teacher or
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the teacher decides to put the project to the time allotted to manual labor, 30
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minutes per day in the Gabonese education system).
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The teacher ensures that students respect the time and the interactions
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students help build a community of learners.
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The teacher encourages frequent communication between learners,
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encourages, stimulates, corrects shooting, helping students to make regular updates on
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the development of their work.
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===4 / PROGRESSIVE DEVELOPMENT OF THOUGHT AND DOCUMENTS: ===
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Progressive development within each triad, a thought of a living environment
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for humans, the presence of plants, and its responsibility for its balance.
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Progressive development, by any group class of a herbarium of plants from electronic
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School classified through the bookstore or log XO.
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Progressive development, by any group class, a traditional plant, consisting of 10
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pages. Each page representing a plant by its leaves and / or dried flower, with its
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common name and scientific name, and some utilities to be its specificity.
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Progressive development of a botanical garden, students will plant trees or
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few plants in the schoolyard.
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===5 / COORDINATION AND SUMMARY OF CONTRIBUTIONS: ===
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Presentation to the whole class of tasks of each triad, questions and
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comments to enrich and enhance the collective production of the class.
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The teacher spoke in front of the class to say what is positive
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compared to the project and improve deficiencies while encouraging and challenging.
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===THIRD PHASE: THE EXPLOITATION OF EDUCATIONAL PROJECT===
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===6 / BACK ON THE PROJECT:===
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Once completed, the project should be allowed to teach the class group that
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Plants are essential to the human environment, as they provide oxygen,
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of food, shade etc ... Man must protect the plant from its environment
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and maintain such replanting.
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===7 / THE AFTERMATH OF THE PROJECT:===
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Development of a botanical garden, the primary school level. Students will plant
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some trees in the courtyard.
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Exhibition of project results with other classes of the school and education
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other classes in respect of the environment including plants.
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Sharing the results of the project with other schools in the city, rural or other
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countries through the Internet XO.
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==Project 2: Fight against unhealthy ==
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The project will be implemented in three phases: design-implementation-evaluation.
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===Design ===
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Note that to start the project includes all primary students, regardless of
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level. The difference will be simply at the level of involvement that can be
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associated with age, but the level of students.
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The project may take place in three months from the school, which takes place in Gabon by
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me in October, ie in the first quarter. This schedule will have the advantage of seeing
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actions that can be achieved in the short medium and long term success.
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The success of the project therefore involves the consideration of certain prior
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the teacher. In practice this means the teacher of
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around the question to identify a problem, so students should know
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what it is, identify information sources and the problem, then bring their
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reflections and proposals on possible solutions to this problem.
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In the case of the fight against unhealthy in Libreville, which is our example, we
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can make the following suggestions.
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Define in simple terms and concepts appropriate to the statement taking into account the
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level of language study and students. Cleanliness, hygiene dirt would be in this
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optical concepts appropriate at all levels of primary education, ie the
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first to fourth year.
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With the class, and from these definitions, a general view of the situation of the city
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Libreville identifying all sales areas without distinction. This concerns
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school in the neighborhood streets, etc..
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To acquaint students with the origins and causes of this situation.
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Awareness about the dangers of such a situation by referring to disease or even
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epidemics.
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In practice this amounts to the unhealthy relationship between the city and work
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school. This will be to introduce students to the direct consequences of unhealthy
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academic performance. For example, show children that mosquitoes
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transmit malaria to humans, live not only in the high high
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grass around our schools and our homes, but also in wastewater ponds,
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gutters not priests populous neighborhoods of the capital of Gabon.
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The project will then aim to make children aware of their rights and
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obligations to overcome this phenomenon. In this case, we will discuss ways
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human material and financial resources. The search, involving students in the design of
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this project through discussions in class to make them aware of
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problems in their environment and have a real impact on their lives. It
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is also to foster a spirit of civic involvement, foster cooperation,
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complementarity and solidarity.
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====Outturn====
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The executive phase of the project will be crucial to the extent it contains actions
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concrete that students faced in the field. These are the actions that materialize the
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child labor.
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The teacher can organize such a tour of the class
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in a business of gathering and collecting garbage.
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After this step, the integration of XO to the project is fundamental. It
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will use the little green computer as a tool for the class develops its thinking
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on the fight against unhealthy in Libreville.
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The activities of XO, such as compute, discuss distance, scratch, draw, write, navigate,
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video interview will be widely used to carry out the project, even
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if others can also be requested. It may for example rely on the
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Géraldine contribution to illustrate the contribution of XO in this struggle that will lead
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students. In addition, for example, the design can be made to the prospectus on
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good reflexes such do not throw garbage anywhere, and other shows where the cast.
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Contrary to the view Jean Paulin's remarks are very relevant, I
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support activities that calculate distance and fit perfectly to the project. As
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illustration, we will say that the context itself offers this opportunity:
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:* Those who know Libreville realize that very often the garbage bins are
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prepared to enter schools and colleges, high schools, the smell of waste indispose
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regular students, the same is being done in neighborhoods with
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latrines that are built anarchic.
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:* It can also be observed in Libreville that the bins are inadequate insofar as
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willing are often overwhelmed and fill an hour after the passage of
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Trucking, the company responsible for the collection and garbage disposal!
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For this reason one can measure the distance of the bins with the school or latrines
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with houses, calculate the volume of the garbage bin, the amount of waste produced by a
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individual, and also the number of inhabitants in the district to understand why
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overflowing garbage bins and draw conclusions.
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On the other hand, the actions may be to formulate requests for aid to
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NGOs to redo the paint for example. Similarly,
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Parents can contribute to repair toilets in schools that most
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Gabon institutions do not work or are to be built.
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====Assessment ====
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From the knowledge gained from the project ask students to
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make proposals to remedy as far as possible the situation.
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The information gathered will be used by the teacher in his
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teaching to the curriculum and materials of the class. In
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level of civic education, he or she can educate students about the behavior
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the management of individual waste to the extent that very often people throw
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garbage in prohibited places, sometimes we can see that some are on the ground
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even when there is a garbage bin or trash can next to it. Students are also
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champions of this attitude, since very little throw their garbage in the garbage.
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The evaluation will be done by observing the behavior of students, changes
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occurring in their environment, and attention that will give them the authority
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Municipal and especially parents about the need to clean up their environment.
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==Project 3: The bars and I ==
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===Introduction ===
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The education system is marked by the last few years of reforms aimed
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to make it more effective. The most significant realization of what we may agree
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to call a mini revolution is the introduction of a competency-based approach (SBA)
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primary school. This means going beyond the mere mastery of objectives by providing atomic
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students the opportunity to mobilize resources to deal with situations - problems
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complex.
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In the following contribution, we propose an enrichment of the APC The approach (or
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pedagogy) project. The precursors of this approach are the Americans and Dewey
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Kilpatrick, Ukrainian Makarenko and french Freinet.
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We see this as an educational framework for students to go
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even further in the mobilization of resources acquired in school. Indeed,
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working on projects that affect their daily lives, students can make
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the expertise developed in the classroom. The project approach offers, in
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Moreover, the possibility to collaborate with their peers and with other resource persons to
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through the tool. The use of a computer network is really the element
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most striking of a learning project. With the help and support from their teacher or
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their teacher, children will activate around a project which they assumed
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responsibility. They will be able to "learn together and develop a
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community of learners "(Laferrière, 2005) which can go well beyond their class,
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their city and their own countries.
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How to operationalize the project pedagogy in the context if a particular
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gabonaise school?
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The purpose of the discussion that follows is to outline an answer to this important issue. In
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Indeed, our schools are too often problems such as lack of equipment
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didactic or overstaffing. We show how the project approach
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can be implemented taking into account these peculiarities.
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The example presented here is a project whose theme could be "the bars and I 'to
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Students of a class of 5th grade. We will highlight the different
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steps for the realization of such a project: preparation, execution and
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exploitation pédagogique.
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====I - Project Preparation====
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====Why this theme? ====
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Pierre Monsard, academic gabonais died a few years ago, said not without
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reason that forty years of independence in Gabon, it was "constructed over pubs and
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bars and libraries. " This statement, knowing that anyone can Gabon
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reasonably challenging, well the problem of the proliferation of bars in
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our country. In the environment of the student, the bars are everywhere be it in the vicinity
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from home or near the school with their attendant nuisances. Among these disturbances on
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include the diurnal and nocturnal disturbance, alcoholism, smoking, etc..
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In many families, the child is introduced very early in this universe. Indeed, it is not
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uncommon for young boys and girls of barely a decade are
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sent by their parents to buy beer or cigarettes at the nearest bar. And
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total violation of the law, the owners of these structures to sell alcohol and tobacco
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these minors. Thus, when a child buys a bottle of wine for example, there is no
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way to be sure it is not him - even eat.
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No risk - so we not make alcoholics and smokers tomorrow?
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The proliferation of bars in our cities is therefore to the fight against these scourges
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threaten our society.
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Furthermore, bars are unique gabonais Walnut neighborhood in a real
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deluge of decibels at night and day. This course, once again, in contradiction
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with the Gabonese law prohibits noise. Sometimes the bars are so close to
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homes or schools, it is harder for children to work or simply
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to sleep because of the deafening sound of music. Thus, bars may
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negatively affect school performance.
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It was just a few illustrations of the importance for students to reflect on the
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bars problem and propose possible solutions to minimize the effects
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negatively on their environment. However, experience shows that "for an approach
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project to succeed it must be close to his theme of life or centers of interest
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students "(Munro).
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====Featured Resources====
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* Science courses (as of alcohol and tobacco on health is on the agenda
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5th grade);
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* Courses in mathematics (calculation of expenditures caused by alcohol and tobacco,
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Students may produce statements of problems on the basis of questions asked of those who
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attend bars and solve these problems by mobilizing resources acquired
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class issues recorded by the camera XO);
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* French course (Preparation of a brochure, posters, ...);
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* NGO (Action for Gabon or UNESCO, WHO, ...);
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* Collaboration with other schools in the same city, Gabon or outside of Gabon
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for such comparisons;
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* Geography and drawing (Making a map of the neighborhood bars and their proximity to
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school)
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* Measurement of sound intensity in the bars with the XO;
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====Organization ====
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====→ Action Plan:====
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* Duration: 10 weeks, a half - day per week which does not seem
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excessive because of the high level of core activities;
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* Create groups of five students each with specific tasks;
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* Entertainment in bars under the supervision of the teacher or the teacher for
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interviews, videos, photos with the XO;
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* Invitation to an NGO to explain the social consequences (destruction of the cell
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family), a doctor to explain the impact of alcohol, tobacco and pollution
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sound man.
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===II - The project===
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====Progressive development of thought and documents====
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As that project activities are carried out, students must take
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aware of the adverse effects on them - and on their environment
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the existence of so many bars. It is the emergence of individuals who
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alcohol, smoking and noise are problems that require social
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find a solution. Indeed, in what is going on, these scourges have too
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tend to be trivialized. The bars are there, they exist in our living environment without
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s'émeuve no effect if their destructive for our country. It is not uncommon to
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Libreville, for example, to meet a person lying on the floor or on the sidewalk
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on the road, intoxicated causing death as passers hilarity.
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====→ One or more production====
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This awareness must lead to the realization of actions aimed at reducing
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adverse consequences in the life of students. This can be achieved by
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production of posters, leaflets, files, etc.. for their peers, to
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parents and the whole neighborhood. To fight against noise pollution for example, we can
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very well lead students to send a letter to the mayor of the commune in which
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located their neighborhood, to seek enforcement.
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===III - Educational Farms===
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Under this project, students were encouraged to make the contribution
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knowledge to solve a social problem that affects their lives.
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For example, competence in writing and speaking is put to
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to conduct interviews, prepare posters or leaflets.
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From these interviews, children can collect data on expenditure
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daily to an individual bar. Then it may be useful to calculate the amount that
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individual spends monthly. This information can be used to produce
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statements of mathematical problems that will lead them to mobilize their knowledge in computing.
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Here, what is interesting is that the mathematical problem is not imposed on students,
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but it is them - themselves, from a social fact to them, go and ask the
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solve. The solution of the problem is simply an object of contemplation, but
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one more for the file and which will serve to convince.
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==Project 4: The national languages ==
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===Project Goal: Develop a glossary===
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====Choose project:====
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The idea for a fact: the loss of national languages. Children speak up
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least in their languages. Hence the development of a glossary in order to practice
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local languages.
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====Resources: ====
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* Using the XO to save;
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* Adult speakers of each language listed;
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* The teacher as facilitator, coach learners to the development of
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glossary;
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* The activity will take place during the course of awakening, in 4th grade. The time spent for
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activity will depend on the organization of the teacher or the teacher.
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Organization of work:
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* Identify the languages in the class to leave the groups in different languages;
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* Training groups. The groups will consist of speakers of the learners
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language. Those who find themselves alone integrate groups. The idea is that
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to learn another language, you should first speak their language;
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* Make a list of expressions and words in french, which will be contained in the
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glossary;
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* Collect data using the XO. Learners will record the voices of those
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resources and pronunciation of words and phrases will be maintained through the activity
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Save XO.
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====Coordination and synthesis of contributions:====
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* Processing of data by class group. During this examination, the
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learners could share the different emotions that occurred during the harvest
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data with other groups through the activity of XO Talk;
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* Summary of groups and preparation of the glossary.
 +
 +
Note that this project will be for one quarter. The teacher's role would be to
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guide, guide learners suggestions, guidelines and attitudes to adopt
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for group work. Children will learn the polite phrases (hello,
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thank you, etc..), know the names of animals, trees, pets and will be encouraged to
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converse in local languages.
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====Continuation of the project:====
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* Awareness campaign with games: For example, present an object (even
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photo) and ask other students to comment on the institution named in a
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local language. After the response, the group will bring the necessary correction, if
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need. Students could make a learning experience. Jurisdiction
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to develop, be able to translate a word or phrase
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local language.
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* New training group in class with people who did not work  
 
together (you can have two or three people from the same group) in the  
 
together (you can have two or three people from the same group) in the  
 
but to make them work in another language which is not necessarily theirs. The goal here  
 
but to make them work in another language which is not necessarily theirs. The goal here  
 
is to encourage children to communicate in other langueslocales by exchanging  
 
is to encourage children to communicate in other langueslocales by exchanging  
 
other linguistic groups;  
 
other linguistic groups;  
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Development of another glossary.  
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====Development of another glossary.====
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- Sharing a project in interaction with other institutions.  
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* Sharing a project in interaction with other institutions.  
 
==General Conclusion==  
 
==General Conclusion==  
 
Like many African countries, Gabon in recent years embarked on
 
Like many African countries, Gabon in recent years embarked on
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