Deployment Team/Resources/GuideXOGabon: Difference between revisions

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''Editor''

Kaçandre ~~BOURDELLE~~

Kaçandre BOURDELAIS

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also designed for students to work as a group, invite one or more

people connected in a network and join in the same activity. This is

Neighborhood where the perspective represented by a ~~circle~~ with eight points

Neighborhood where the perspective represented by a disc with eight points

keyboard whose accession is possible by its activation.

It will also focus on the classification of activities according to the curricula of Gabon. Then we

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For options, the registration is done by clicking on the icon represented by

a ~~circle~~ with black dot at its center and which appears below the image on the screen.

a disc with black dot at its center and which appears below the image on the screen.

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http://www.vernier.com/netbooks/olpc.html

====Degree of centrality of the activity====

This activity in terms of curricula for the 4th year of primary education can be regarded as

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by the way.

====Application pédagogique 1====

====''~~TamTam~~

====''Tam Tam Mini or the art of playing music''====

Mini or the art of playing music''====

''Level (s)'': From the 1st to the 5th grade of primary

''Knowledge'': The instruments of music, the beat, tempo and percussion

''Savoirfaire''':

''Savoirfaire''': Combine different musical instruments

Combine different musical instruments

''History'':

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demonstrate the concept of beat per measure of complexity of the beats and tempo.

====Application pédagogique 2====

====''~~TamTam~~

====''Tam Tam Mini and wakefulness''====

Mini and wakefulness''====

''Level (s)'': From the 1st to 3rd grade of primary

''Knowledge'': The Man, animals, objects, sounds

''Savoirfaire'':

''Savoirfaire'': Distinguish the different sounds, objects and animals

Distinguish the different sounds, objects and animals

''History'':

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* It can also compose and record his own music.

====Degree of centrality of the activity====

This course meets the curriculum of basic education, such as the

4th grade curriculum in Éveil (arts education and sports) to create and implement

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''Knowledge'': Instruments, percussion, wind instruments, stringed instruments.

''Savoirfaire'':

''Savoirfaire'': Create and implement a concern with objects of art, to produce a rate

Create and implement a concern with objects of art, to produce a rate

using a musical instrument Regouper instruments by category within

an orchestra.

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''Knowledge'': The singing, composition

''Savoirfaire'':

''Savoirfaire'': Carry out complex projects in artistic activities. Ability to

Carry out complex projects in artistic activities. Ability to

coordinate and harmonize the instruments, sounds and singing.

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touch pad to enter the business. Or to go faster, click directly

on the icon to return to the activity.

This activity has several tabs. The tab includes options Jam Control

Volume and Tempo. The 3rd tab Playback will stop the loop, to mute

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environments of the composition. The Save tab allows you to record

new sounds using the microphone.

At the bottom of the screen there are drum kits (set of batteries and tam-tam), Loops (bank

musical sequences), All (all types of sounds), Concrete (sound among objects

Line 2,390:

sounds (my sons), People (the prerecorded voice of a child), Strings (instruments

strings), Winds (wind instruments) and percussion.

To form the orchestra, the student need only drag and drop to assemble instruments,

sounds and musical sequences (loops). Click the right button (M) under

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the sequence of the beat to control the instrument, designated keyboard button to

activate the instrument, etc.)..

The activity can be shared with neighbors and to dyads or triads. Students

to discuss their different compositions, make suggestions,

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Christmas or New Year). The ability to interact is developed and even Central

in this activity. It develops the spirit of cooperation and creativity.

===Activity Tam-Tam Edit===

====Activity Summary====

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====Degree of centrality of the activity====

In referring to the curriculum of 4th and 5th years and the 1st year's event

~~TamTam~~

Tam Tam Edit fits under Enlightenment.

Edit fits under Enlightenment.

In 4th and 5th years eg

* First-level 4 at the 22nd week, students will perform a song.

* Then at level 5, the 29th week the knowledge of learners are built around

* Then at level 5, the 29th week the knowledge of learners are built around instruments.

instruments.

* Two types of instruments are used: the percussion instruments (tamtam, drum) and wind instruments (flute, trumpet, harmonica ...).

* Two types of instruments are used: the percussion instruments (tamtam, drum)

* At the end of learning, students will be able to use a percussion instrument or wind.

and wind instruments (flute, trumpet, harmonica ...).

* At the end of learning, students will be able to use a percussion instrument

or wind.

As a justification to integrate the curriculum, we can

explain that the activity ~~TamTam~~

explain that the activity Tam Tam Edit the learner can compose music that

Edit the learner can compose music that

accompany a song. The learner can also create his own music with

instruments required by the curriculum, but it can enrich many other

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====Application pédagogique 1 ====

====''Compose a melody''====

Level (s): 4th grade of primary

''Level (s)'': 4th grade of primary

Knowledge: The traditional songs and / or modern

''Knowledge'': The traditional songs and / or modern

Savoirfaire:

''Savoirfaire'': Run a traditional song and / or modern.

Run a traditional song and / or modern.

History:

''History'':

Students will create their own melody to the presentation of a ballet. As

illustration, the First Symphony dyad Brigitte / Solange.

The student selects the section Dial, then it makes the choice of instruments

music (frog, dog, rooster, balafon), then the sheet of paper, he shall record the

sequences of musical notes to get the music you want.

Similarly, students in Grade 1 may be required to perform the anthem Group

National (the Concorde).

====Application pédagogique 2====

====''Composition of a musical repertoire''====

Level (s): 4th grade of primary

''Level (s)'': 4th grade of primary

Knowledge: Awareness of the value of traditional local songs and / or modern.

''Knowledge'': Awareness of the value of traditional local songs and / or modern.

Savoirfaire:

''Savoirfaire'': Enhance the original music (example: Elon, Ikokou, etc).

Enhance the original music (example: Elon, Ikokou, etc).

Perform traditional songs and modern within a moderate band at the

cultural day of school at the end of the year.

History:

''History'':

Placed in groups of five, students will select musical instruments of XO,

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Edit, a window opens,

click on the Run option, a page is opened.

It presents the extreme left, a panoply of instruments (guitar, piano, tam-tam, etc.)..

To change the instrument, click on their image. Click on the symbol of addition (+)

to add a new instrument to the list.

The bar tab of activity we offer three choices: Student Activities, Composer and Generate

The Components tab displays a bar with three compartments.

Left: a button Play / Pause, Stop another then a third keyboard Save

and a final ogg to record sound to ogg format

subsequently converted to MP3 or CD.

In the center there is a selection tool to move the clips, a pencil and a brush,

which allows us to edit the clips of the instruments.

At right, a Copy button that makes a copy of the sequence. Finally a button

Volume / Tempo that leave our slider to access the controls.

To compose a melody, click on the Compose tab, then select the

instruments required.

Then click on the pencil to draw lines in front of the chosen instrument and

points at the bottom of the page (which will be the sequence to play the instrument).

At the bottom of the screen lists the different sequences that make up your song.

The composition can be heard by clicking the Play button. To mark a stop

to make an improvement, click the Pause button and insert arrangements

desired.

We can improve the composition by adding the sounds of animals, the cries of birds or

of children.

For the computer generates a sound or a sequence according to your settings, first click

on the Generation tab.

For the computer generates a sound or a sequence according to your settings, first click on the Generation tab.

The top bar to change option buttons Play / Pause and Stop are still,

then added three more: generating a sound, then Property Generation. Leaving the

cursor on the icon property, the latter lets you select the level of individual

elements (a division of the grid, page color, transposition, pan, volume, etc.).

Then, click, a window opens, it sets the pace,

height, duration, scale and pattern of the melody generated.

Finally, it is possible to save your publication in the Journal of the XO

retain for future use (use the Store procedure described on page

15 of Getting Started in XO and the Sugar environment V.8.2), or the record format

ogg to export.

Conclusion

===Conclusion===

Ultimately, this chapter has attempted a description of the capabilities of XO in primary school

Gabon. Far from being exhaustive, we accept that many activities can be exploited

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conformity with the curricula. To go further, we can still consider a

Operating XO: pedagogy of the project.

==Chapter 3 ==

===Introduction===

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proposed project follows the methodology suggested by Gregory and Laferrière

(1998):

===Project 1: The Herbarium at school ===

School project: "The herbarium at school. "

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Libreville.

=====Learning Objectives: =====

* Identify, photograph, name and recognition of certain plants in the environment

* Identify, photograph, name and recognition of certain plants in the environment closest to the student, here it is the courtyard of the school.

closest to the student, here it is the courtyard of the school.

* Identify some uses of plants.

* Define the term "deforestation".

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support activities that calculate distance and fit perfectly to the project. As

illustration, we will say that the context itself offers this opportunity:

:* Those who know Libreville realize that very often the garbage bins are

:* Those who know Libreville realize that very often the garbage bins are prepared to enter schools and colleges, high schools, the smell of waste indispose regular students, the same is being done in neighborhoods with latrines that are built anarchic.

prepared to enter schools and colleges, high schools, the smell of waste indispose

:* It can also be observed in Libreville that the bins are inadequate insofar as willing are often overwhelmed and fill an hour after the passage of Trucking, the company responsible for the collection and garbage disposal!

regular students, the same is being done in neighborhoods with

latrines that are built anarchic.

:* It can also be observed in Libreville that the bins are inadequate insofar as

willing are often overwhelmed and fill an hour after the passage of

Trucking, the company responsible for the collection and garbage disposal!

For this reason one can measure the distance of the bins with the school or latrines

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students "(Munro).

=====Featured Resources=====

* Science courses (as of alcohol and tobacco on health is on the agenda

* Science courses (as of alcohol and tobacco on health is on the agenda 5th grade);

5th grade);

* Courses in mathematics (calculation of expenditures caused by alcohol and tobacco, Students may produce statements of problems on the basis of questions asked of those who attend bars and solve these problems by mobilizing resources acquired class issues recorded by the camera XO);

* Courses in mathematics (calculation of expenditures caused by alcohol and tobacco,

Students may produce statements of problems on the basis of questions asked of those who

attend bars and solve these problems by mobilizing resources acquired

class issues recorded by the camera XO);

* French course (Preparation of a brochure, posters, ...);

* NGO (Action for Gabon or UNESCO, WHO, ...);

* Collaboration with other schools in the same city, Gabon or outside of Gabon

* Collaboration with other schools in the same city, Gabon or outside of Gabon for such comparisons;

for such comparisons;

* Geography and drawing (Making a map of the neighborhood bars and their proximity to school)

* Geography and drawing (Making a map of the neighborhood bars and their proximity to

school)

* Measurement of sound intensity in the bars with the XO;

=====Organization =====

=====→ Action Plan:=====

* Duration: 10 weeks, a half - day per week which does not seem

* Duration: 10 weeks, a half - day per week which does not seem excessive because of the high level of core activities;

excessive because of the high level of core activities;

* Create groups of five students each with specific tasks;

* Entertainment in bars under the supervision of the teacher or the teacher for

* Entertainment in bars under the supervision of the teacher or the teacher for interviews, videos, photos with the XO;

interviews, videos, photos with the XO;

* Invitation to an NGO to explain the social consequences (destruction of the cell family), a doctor to explain the impact of alcohol, tobacco and pollution sound man.

* Invitation to an NGO to explain the social consequences (destruction of the cell

family), a doctor to explain the impact of alcohol, tobacco and pollution

sound man.

====II - The project====

=====Progressive development of thought and documents=====

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* Using the XO to save;

* Adult speakers of each language listed;

* The teacher as facilitator, coach learners to the development of

* The teacher as facilitator, coach learners to the development of glossary;

glossary;

* The activity will take place during the course of awakening, in 4th grade. The time spent for activity will depend on the organization of the teacher or the teacher.

* The activity will take place during the course of awakening, in 4th grade. The time spent for

activity will depend on the organization of the teacher or the teacher.

Organization of work:

* Identify the languages in the class to leave the groups in different languages;

* Training groups. The groups will consist of speakers of the learners

* Training groups. The groups will consist of speakers of the learners language. Those who find themselves alone integrate groups. The idea is that to learn another language, you should first speak their language;

language. Those who find themselves alone integrate groups. The idea is that

* Make a list of expressions and words in french, which will be contained in the glossary;

to learn another language, you should first speak their language;

* Collect data using the XO. Learners will record the voices of those resources and pronunciation of words and phrases will be maintained through the activity Memorize XO.

* Make a list of expressions and words in french, which will be contained in the

glossary;

* Collect data using the XO. Learners will record the voices of those

resources and pronunciation of words and phrases will be maintained through the activity

~~Save~~ XO.

=====Coordination and synthesis of contributions:=====

* Processing of data by class group. During this examination, the

* Processing of data by class group. During this examination, the learners could share the different emotions that occurred during the harvest data with other groups through the activity of XO Talk;

learners could share the different emotions that occurred during the harvest

data with other groups through the activity of XO Talk;

* Summary of groups and preparation of the glossary.

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converse in local languages.

=====Continuation of the project:=====

* Awareness campaign with games: For example, present an object (even

* Awareness campaign with games: For example, present an object (even photo) and ask other students to comment on the institution named in a local language. After the response, the group will bring the necessary correction, if need. Students could make a learning experience. Jurisdiction to develop, be able to translate a word or phrase local language.

photo) and ask other students to comment on the institution named in a

* 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 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 other linguistic groups;

local language. After the response, the group will bring the necessary correction, if

need. Students could make a learning experience. Jurisdiction

to develop, be able to translate a word or phrase

local language.

* 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

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

other linguistic groups;

=====Development of another glossary.=====

* Sharing a project in interaction with other institutions.

==General Conclusion==

Like many African countries, Gabon in recent years embarked on

@@ Line 20: / Line 20: @@
 ''Editor''
-Kaçandre BOURDELLE
+Kaçandre BOURDELAIS
@@ Line 403: / Line 403: @@
 also designed for students to work as a group, invite one or more
 people connected in a network and join in the same activity. This is
-Neighborhood where the perspective represented by a circle with eight points
+Neighborhood where the perspective represented by a disc with eight points
 keyboard whose accession is possible by its activation.
 It will also focus on the classification of activities according to the curricula of Gabon. Then we
@@ Line 1,193: / Line 1,193: @@
 For options, the registration is done by clicking on the icon represented by
-a circle with black dot at its center and which appears below the image on the screen.
+a disc with black dot at its center and which appears below the image on the screen.
 <image Record! button>
@@ Line 1,774: / Line 1,774: @@
 http://www.vernier.com/netbooks/olpc.html
 ====Degree of centrality of the activity====
-<image 5/5>
+<image 3/5>
 This activity in terms of curricula for the 4th year of primary education can be regarded as
@@ Line 2,245: / Line 2,245: @@
 by the way.
 ====Application pédagogique 1====
-====''TamTam
+====''Tam Tam Mini or the art of playing music''====
-Mini or the art of playing music''====
 ''Level (s)'': From the 1st to the 5th grade of primary
 ''Knowledge'': The instruments of music, the beat, tempo and percussion
-''Savoirfaire''':
+''Savoirfaire''': Combine different musical instruments
-Combine different musical instruments
 ''History'':
@@ Line 2,262: / Line 2,260: @@
 demonstrate the concept of beat per measure of complexity of the beats and tempo.
 ====Application pédagogique 2====
-====''TamTam
+====''Tam Tam Mini and wakefulness''====
-Mini and wakefulness''====
 ''Level (s)'': From the 1st to 3rd grade of primary
 ''Knowledge'': The Man, animals, objects, sounds
-''Savoirfaire'':
+''Savoirfaire'': Distinguish the different sounds, objects and animals
-Distinguish the different sounds, objects and animals
 ''History'':
@@ Line 2,322: / Line 2,318: @@
 * It can also compose and record his own music.
 ====Degree of centrality of the activity====
+<image 5/5>
 This course meets the curriculum of basic education, such as the
 th grade curriculum in Éveil (arts education and sports) to create and implement
@@ Line 2,334: / Line 2,332: @@
 ''Knowledge'': Instruments, percussion, wind instruments, stringed instruments.
-''Savoirfaire'':
+''Savoirfaire'': Create and implement a concern with objects of art, to produce a rate
-Create and implement a concern with objects of art, to produce a rate
 using a musical instrument Regouper instruments by category within
 an orchestra.
@@ Line 2,356: / Line 2,353: @@
 ''Knowledge'': The singing, composition
-''Savoirfaire'':
+''Savoirfaire'': Carry out complex projects in artistic activities. Ability to
-Carry out complex projects in artistic activities. Ability to
 coordinate and harmonize the instruments, sounds and singing.
@@ Line 2,377: / Line 2,373: @@
 touch pad to enter the business. Or to go faster, click directly
 on the icon to return to the activity.
 <image Home view>
 This activity has several tabs. The tab includes options Jam Control
 Volume and Tempo. The 3rd tab Playback will stop the loop, to mute
@@ Line 2,384: / Line 2,382: @@
 environments of the composition. The Save tab allows you to record
 new sounds using the microphone.
 <image toolbar>
 At the bottom of the screen there are drum kits (set of batteries and tam-tam), Loops (bank
 musical sequences), All (all types of sounds), Concrete (sound among objects
@@ Line 2,390: / Line 2,390: @@
 sounds (my sons), People (the prerecorded voice of a child), Strings (instruments
 strings), Winds (wind instruments) and percussion.
 <image Drum kits>
 To form the orchestra, the student need only drag and drop to assemble instruments,
 sounds and musical sequences (loops). Click the right button (M) under
@@ Line 2,396: / Line 2,398: @@
 the sequence of the beat to control the instrument, designated keyboard button to
 activate the instrument, etc.)..
 <image Loops><image Loops panel>
 The activity can be shared with neighbors and to dyads or triads. Students
 to discuss their different compositions, make suggestions,
@@ Line 2,402: / Line 2,406: @@
 Christmas or New Year). The ability to interact is developed and even Central
 in this activity. It develops the spirit of cooperation and creativity.
 ===Activity Tam-Tam Edit===
 ====Activity Summary====
@@ Line 2,430: / Line 2,435: @@
 ====Degree of centrality of the activity====
+<image 5/5>
 In referring to the curriculum of 4th and 5th years and the 1st year's event
-TamTam
+Tam Tam Edit fits under Enlightenment.
-Edit fits under Enlightenment.
 In 4th and 5th years eg
 * First-level 4 at the 22nd week, students will perform a song.
-* Then at level 5, the 29th week the knowledge of learners are built around
+* Then at level 5, the 29th week the knowledge of learners are built around instruments.
-instruments.
+* Two types of instruments are used: the percussion instruments (tamtam, drum) and wind instruments (flute, trumpet, harmonica ...).
-* Two types of instruments are used: the percussion instruments (tamtam, drum)
+* At the end of learning, students will be able to use a percussion instrument or wind.
-and wind instruments (flute, trumpet, harmonica ...).
-* At the end of learning, students will be able to use a percussion instrument
-or wind.
 As a justification to integrate the curriculum, we can
-explain that the activity TamTam
+explain that the activity Tam Tam Edit the learner can compose music that
-Edit the learner can compose music that
 accompany a song. The learner can also create his own music with
 instruments required by the curriculum, but it can enrich many other
@@ Line 2,452: / Line 2,454: @@
 ====Application pédagogique 1 ====
 ====''Compose a melody''====
-Level (s): 4th grade of primary
+''Level (s)'': 4th grade of primary
-Knowledge: The traditional songs and / or modern
+''Knowledge'': The traditional songs and / or modern
-Savoirfaire:
+''Savoirfaire'': Run a traditional song and / or modern.
-Run a traditional song and / or modern.
-History:
+''History'':
 Students will create their own melody to the presentation of a ballet. As
 illustration, the First Symphony dyad Brigitte / Solange.
 The student selects the section Dial, then it makes the choice of instruments
 music (frog, dog, rooster, balafon), then the sheet of paper, he shall record the
 sequences of musical notes to get the music you want.
 Similarly, students in Grade 1 may be required to perform the anthem Group
 National (the Concorde).
 ====Application pédagogique 2====
 ====''Composition of a musical repertoire''====
-Level (s): 4th grade of primary
+''Level (s)'': 4th grade of primary
-Knowledge: Awareness of the value of traditional local songs and / or modern.
+''Knowledge'': Awareness of the value of traditional local songs and / or modern.
-Savoirfaire:
+''Savoirfaire'': Enhance the original music (example: Elon, Ikokou, etc).
-Enhance the original music (example: Elon, Ikokou, etc).
 Perform traditional songs and modern within a moderate band at the
 cultural day of school at the end of the year.
-History:
+''History'':
 Placed in groups of five, students will select musical instruments of XO,
@@ Line 2,489: / Line 2,491: @@
 Edit, a window opens,
 click on the Run option, a page is opened.
+<image Home view>
 It presents the extreme left, a panoply of instruments (guitar, piano, tam-tam, etc.)..
 To change the instrument, click on their image. Click on the symbol of addition (+)
 to add a new instrument to the list.
+<image Tam Tam Edit>
 The bar tab of activity we offer three choices: Student Activities, Composer and Generate
 The Components tab displays a bar with three compartments.
+<image Composer toolbar>
 Left: a button Play / Pause, Stop another then a third keyboard Save
 and a final ogg to record sound to ogg format
 subsequently converted to MP3 or CD.
 In the center there is a selection tool to move the clips, a pencil and a brush,
 which allows us to edit the clips of the instruments.
 At right, a Copy button that makes a copy of the sequence. Finally a button
 Volume / Tempo that leave our slider to access the controls.
 To compose a melody, click on the Compose tab, then select the
 instruments required.
+<image Track properties>
 Then click on the pencil to draw lines in front of the chosen instrument and
 points at the bottom of the page (which will be the sequence to play the instrument).
 At the bottom of the screen lists the different sequences that make up your song.
 The composition can be heard by clicking the Play button. To mark a stop
 to make an improvement, click the Pause button and insert arrangements
 desired.
 We can improve the composition by adding the sounds of animals, the cries of birds or
 of children.
-For the computer generates a sound or a sequence according to your settings, first click
-on the Generation tab.
+For the computer generates a sound or a sequence according to your settings, first click  on the Generation tab.
+<image Play toolbar>
 The top bar to change option buttons Play / Pause and Stop are still,
 then added three more: generating a sound, then Property Generation. Leaving the
 cursor on the icon property, the latter lets you select the level of individual
 elements (a division of the grid, page color, transposition, pan, volume, etc.).
+<image Properties panel>
 Then, click, a window opens, it sets the pace,
 height, duration, scale and pattern of the melody generated.
+<image Play panel>
 Finally, it is possible to save your publication in the Journal of the XO
 retain for future use (use the Store procedure described on page
 of Getting Started in XO and the Sugar environment V.8.2), or the record format
 ogg to export.
-Conclusion
+===Conclusion===
 Ultimately, this chapter has attempted a description of the capabilities of XO in primary school
 Gabon. Far from being exhaustive, we accept that many activities can be exploited
@@ Line 2,531: / Line 2,560: @@
 conformity with the curricula. To go further, we can still consider a
 Operating XO: pedagogy of the project.
 ==Chapter 3 ==
 ===Introduction===
@@ Line 2,541: / Line 2,571: @@
 proposed project follows the methodology suggested by Gregory and Laferrière
 (1998):
+<image Project path>
 ===Project 1: The Herbarium at school ===
 School project: "The herbarium at school. "
@@ Line 2,557: / Line 2,589: @@
 Libreville.
 =====Learning Objectives: =====
-* Identify, photograph, name and recognition of certain plants in the environment
+* Identify, photograph, name and recognition of certain plants in the environment closest to the student, here it is the courtyard of the school.
-closest to the student, here it is the courtyard of the school.
 * Identify some uses of plants.
 * Define the term "deforestation".
@@ Line 2,701: / Line 2,732: @@
 support activities that calculate distance and fit perfectly to the project. As
 illustration, we will say that the context itself offers this opportunity:
-:* Those who know Libreville realize that very often the garbage bins are
+:* Those who know Libreville realize that very often the garbage bins are prepared to enter schools and colleges, high schools, the smell of waste indispose regular students, the same is being done in neighborhoods with latrines that are built anarchic.
-prepared to enter schools and colleges, high schools, the smell of waste indispose
+:* It can also be observed in Libreville that the bins are inadequate insofar as willing are often overwhelmed and fill an hour after the passage of Trucking, the company responsible for the collection and garbage disposal!
-regular students, the same is being done in neighborhoods with
-latrines that are built anarchic.
-:* It can also be observed in Libreville that the bins are inadequate insofar as
-willing are often overwhelmed and fill an hour after the passage of
-Trucking, the company responsible for the collection and garbage disposal!
 For this reason one can measure the distance of the bins with the school or latrines
@@ Line 2,806: / Line 2,832: @@
 students "(Munro).
 =====Featured Resources=====
-* Science courses (as of alcohol and tobacco on health is on the agenda
+* Science courses (as of alcohol and tobacco on health is on the agenda 5th grade);
-th grade);
+* Courses in mathematics (calculation of expenditures caused by alcohol and tobacco, Students may produce statements of problems on the basis of questions asked of those who attend bars and solve these problems by mobilizing resources acquired class issues recorded by the camera XO);
-* Courses in mathematics (calculation of expenditures caused by alcohol and tobacco,
-Students may produce statements of problems on the basis of questions asked of those who
-attend bars and solve these problems by mobilizing resources acquired
-class issues recorded by the camera XO);
 * French course (Preparation of a brochure, posters, ...);
 * NGO (Action for Gabon or UNESCO, WHO, ...);
-* Collaboration with other schools in the same city, Gabon or outside of Gabon
+* Collaboration with other schools in the same city, Gabon or outside of Gabon for such comparisons;
-for such comparisons;
+* Geography and drawing (Making a map of the neighborhood bars and their proximity to school)
-* Geography and drawing (Making a map of the neighborhood bars and their proximity to
-school)
 * Measurement of sound intensity in the bars with the XO;
 =====Organization =====
 =====→ Action Plan:=====
-* Duration: 10 weeks, a half - day per week which does not seem
+* Duration: 10 weeks, a half - day per week which does not seem excessive because of the high level of core activities;
-excessive because of the high level of core activities;
 * Create groups of five students each with specific tasks;
-* Entertainment in bars under the supervision of the teacher or the teacher for
+* Entertainment in bars under the supervision of the teacher or the teacher for interviews, videos, photos with the XO;
-interviews, videos, photos with the XO;
+* Invitation to an NGO to explain the social consequences (destruction of the cell family), a doctor to explain the impact of alcohol, tobacco and pollution sound man.
-* Invitation to an NGO to explain the social consequences (destruction of the cell
-family), a doctor to explain the impact of alcohol, tobacco and pollution
-sound man.
 ====II - The project====
 =====Progressive development of thought and documents=====
@@ Line 2,870: / Line 2,886: @@
 * Using the XO to save;
 * Adult speakers of each language listed;
-* The teacher as facilitator, coach learners to the development of
+* The teacher as facilitator, coach learners to the development of glossary;
-glossary;
+* The activity will take place during the course of awakening, in 4th grade. The time spent for activity will depend on the organization of the teacher or the teacher.
-* The activity will take place during the course of awakening, in 4th grade. The time spent for
-activity will depend on the organization of the teacher or the teacher.
 Organization of work:
 * Identify the languages in the class to leave the groups in different languages;
-* Training groups. The groups will consist of speakers of the learners
+* Training groups. The groups will consist of speakers of the learners language. Those who find themselves alone integrate groups. The idea is that to learn another language, you should first speak their language;
-language. Those who find themselves alone integrate groups. The idea is that
+* Make a list of expressions and words in french, which will be contained in the glossary;
-to learn another language, you should first speak their language;
+* Collect data using the XO. Learners will record the voices of those resources and pronunciation of words and phrases will be maintained through the activity Memorize XO.
-* Make a list of expressions and words in french, which will be contained in the
-glossary;
-* Collect data using the XO. Learners will record the voices of those
-resources and pronunciation of words and phrases will be maintained through the activity
-Save XO.
 =====Coordination and synthesis of contributions:=====
-* Processing of data by class group. During this examination, the
+* Processing of data by class group. During this examination, the learners could share the different emotions that occurred during the harvest data with other groups through the activity of XO Talk;
-learners could share the different emotions that occurred during the harvest
-data with other groups through the activity of XO Talk;
 * Summary of groups and preparation of the glossary.
@@ Line 2,896: / Line 2,904: @@
 converse in local languages.
 =====Continuation of the project:=====
-* Awareness campaign with games: For example, present an object (even
+* Awareness campaign with games: For example, present an object (even photo) and ask other students to comment on the institution named in a local language. After the response, the group will bring the necessary correction, if need. Students could make a learning experience. Jurisdiction to develop, be able to translate a word or phrase local language.
-photo) and ask other students to comment on the institution named in a
+* 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 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 other linguistic groups;
-local language. After the response, the group will bring the necessary correction, if
-need. Students could make a learning experience. Jurisdiction
-to develop, be able to translate a word or phrase
-local language.
-* 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
-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
-other linguistic groups;
 =====Development of another glossary.=====
 * Sharing a project in interaction with other institutions.
 ==General Conclusion==
 Like many African countries, Gabon in recent years embarked on