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Deployment Team/Resources/GuideXOGabon (view source)
Revision as of 19:46, 6 May 2009
, 19:46, 6 May 2009no edit summary
===Activity: Write===
====Activity Summary====
Students can write texts using different keys on the keyboard.
Business Writing allows the student to replicate the lessons, exercises and be able to
correct.
With this activity, the teacher can easily check what the student wrote. It may include
an image or a table to better explain its course. Pass directly over
he wants to propose to students, which will be an advantage in terms of number of hours in this
meaning that the time that students often take to copy a lesson will be to
favor of another activity. This will also solve the problem of specification and manual
school.
====Affordances of the activity====
* Students can write different texts (narrative, explanatory, descriptive ...).
* The student can control what he says and correct mistakes.
* Students may work with other students (group work for example).
* The student can insert images or tables.
* The student can describe what fascinates him or what he imagines.
* Students can develop the ability to share.
* Students may also demonstrate a mastery of language and certain
theoretical content.
* Students no longer need to use the notebook, the pens or pencils, effaceurs, rule ...
* Students can demonstrate the spirit of synthesis.
* Students can send messages.
* Students may think the writing on various social issues.
* Students can write collaboratively on a document from their
respective devices.
* The student can communicate his or her learning and experience (please
information).
====Degree of centrality of the activity====
<image 5/5>
Business Writing is highly integrated into the curricula of french, mathematics and awareness
first to fifth grade. Indeed, very few activities can not
achieved without writing. Writing is the vehicle of thought, speech ... and
transversal to all areas.
====Application pédagogique 1====
====''Write is to act''====
''Level (s)'': 4th grade of primary
''Knowledge'': Text and sentence. Verb tense: past, present, future. The verb: infinitive and
group.
''Savoirfaire'':
The student must be able to produce written texts containing phrases
whatsoever. Produce written texts in the past, future or present. Transforming
verbs in a sentence giving their infinitive and their group.
''History'':
The teacher leads students to produce any sentences in a text, for example:
* Students returning to class.
* Mom install the machine.
Then the teacher invites students to transform a text consisting of past to present
and the future and vice versa, for example: Yesterday, students arrived on time. Today, they
work and they will return tomorrow.
Finally, the teacher asks students to give the infinitives in brackets of
verbs of a text and their group, for example: they play in the playground (play 1st
group).
====Application pédagogique 2====
====''Writing is to recognize''====
''Level (s)'': 4th grade of primary
''Knowledge'': The breathing in humans. The lives of invertebrates: movement and nutrition.
''Savoirfaire'':
Identify the different respiratory organs
''History'':
The teacher asks students to classify animals according to their mode and
identify foods they consume.
1-Annotation of the respiratory organs of man.
The teacher will insert a picture of the respiratory organs of man and asked to
students to annotate individual or group image.
To do this, he must click on the Write activity is represented by a folded sheet
top left. Then he will click on image and it will insert the image he wants.
2-classification in a table according to the invertebrates living environment, the method of
displacement and the search of food consumed by each species.
This activity can also be done in groups or individually. The teacher will
Table and click on the tables according to the number of columns and rows and
ask students to fill this table.
====Pedagogical application 3====
====''Writing a text''====
''Level (s)'': From the third to the fifth grade of primary
''Knowledge'': The portrait
''Savoirfaire'':
Describing a place, an object, fact, a character or an animal
''History'':
The teacher asks students to describe an incident experienced during the holidays.
Then the teacher invites students to bring in a group, they can build
collectively descriptive text in synchrony.
By working in the same document, students can share and share
activities they have carried out during the holidays.
====User's Guide to Writing activity:====
Email this activity is found in the Home view. To access, click on
Email icon (icon with the corner is folded in the top left with a pencil) with the button
left (X) of the touchpad.
<image Home view>
After clicking on this icon, the leaf appears, then you can write using the
keyboard.
<image Write screen>
When the Text tab is highlighted (as in the picture above), it is possible to
change the size of the writing, the police, put in bold characters, the
stress, to place them in italics and align the text.
It is possible to modify a text by pressing the Edit tab, two arrows
appear: one for Cancel, which tends to the left and another for Restored
tends to the right (see illustration below).
<image Edit tab toolbar>
It is also possible to make pictures by clicking the Table tab, some
number of options appear, including the insertion of the table with the number of columns and
lines that we want, insert a line, a column and their removal (see
illustration below).
<image Table tab toolbar>
To insert an image inside the text, simply click on the tab
Image icon and then click Insert Image. Then, a window appears to select
the image is in the Journal of the computer. To insert the image into the text, it
Just click on the icon of the desired image.
<image Image selection panel>
===Read Activity===
===Read Activity===
====Activity Summary====
====Activity Summary====