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Deployment Team/Resources/GuideXOGabon (view source)
Revision as of 10:21, 22 September 2011
, 10:21, 22 September 2011term for filled circle
''Editor''
''Editor''
Kaçandre BOURDELLE
Kaçandre BOURDELAIS
also designed for students to work as a group, invite one or more
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
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.
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
It will also focus on the classification of activities according to the curricula of Gabon. Then we
allow the teacher to communicate with teachers in other classes.
allow the teacher to communicate with teachers in other classes.
====Affordances of the activity====
====Affordances of the activity====
* This activity would allow students of a certain class to communicate in writing
* This activity would allow students of a certain class to communicate in writing with those of another class without them having to move.
with those of another class without them having to move.
* Discuss the activity could be used by students to respond to a solicitation the teacher in the context of questions and answers.
* Discuss the activity could be used by students to respond to a solicitation
the teacher in the context of questions and answers.
* It could in this context play a role and even replace the slate.
* It could in this context play a role and even replace the slate.
* It could also promote interaction between students, but under the control of
* It could also promote interaction between students, but under the control of the teacher who could also interfere in the discussion.
the teacher who could also interfere in the discussion.
* The teacher could keep in touch with his class, even if the latter for some reason had to be away from his classroom.
* The teacher could keep in touch with his class, even if the latter for
* It provides an opportunity for teachers to be able to converse with colleagues other class without having to travel.
some reason had to be away from his classroom.
* It provides an opportunity for teachers to be able to converse with colleagues
other class without having to travel.
====Degree of centrality of the activity====
====Degree of centrality of the activity====
<image 5/5>
<image 5/5>
the class of second year, even if initially they are accompanied.
the class of second year, even if initially they are accompanied.
====Affordances of the activity====
====Affordances of the activity====
* This activity enables students to connect to the Internet through a connection
* This activity enables students to connect to the Internet through a connection wireless. But to do so, it must have an access line.
wireless. But to do so, it must have an access line.
* The student can see, web pages, sites, undertake research, communicate with people far away, it can also watch videos, listen to sounds, download documents and even make purchases online.
* The student can see, web pages, sites, undertake research,
* This activity can also chat with other people who would themselves connected.
communicate with people far away, it can also watch videos,
* When this activity is shared with neighbors, it allows to share a discovery that may be made by a student.
listen to sounds, download documents and even make purchases online.
* This activity can also chat with other people who would
themselves connected.
* When this activity is shared with neighbors, it allows to share a
discovery that may be made by a student.
====Degree centrality====
====Degree centrality====
<image 5/5>
<image 5/5>
time in education.
time in education.
====Affordances of the activity====
====Affordances of the activity====
* Speak returns the sounds of letters, words, sentences, texts as well as
* Speak returns the sounds of letters, words, sentences, texts as well as figures and numbers typed on the keyboard.
figures and numbers typed on the keyboard.
* The student can control the language and appearance of the icon (eyes and mouth).
* The student can control the language and appearance of the icon (eyes and mouth).
* It can also control the speed in the pronunciation and the volume of the computer.
* It can also control the speed in the pronunciation and the volume of the computer.
====Degree of centrality of the activity====
====Degree of centrality of the activity====
Speak is a core activity easily integrated into the curricula of primary
<image 5/5>
Gabon in the first year. Indeed, this is where we learn to decipher
letters, syllables words, figures and numbers.
Speak is a core activity easily integrated into the curricula of primary Gabon in the first year. Indeed, this is where we learn to decipher letters, syllables words, figures and numbers.
====Application pédagogique 1====
====Application pédagogique 1====
====''Decoding of syllables and learning to read in first year''====
====''Decoding of syllables and learning to read in first year''====
easily recognize and decipher a syllable and learn to read.
easily recognize and decipher a syllable and learn to read.
====Application pédagogique 2====
====Application pédagogique 2====
====''Recognition of numbers from 0 to 20 and signs of three operations: +, × and ÷ in
====''Recognition of numbers from 0 to 20 and signs of three operations: +, × and ÷ in first and second years.''====
first and second years.''====
''Level (s)'': 1st year and 2nd year of primary
''Level (s)'': 1st year and 2nd year of primary
requested. This could help to overcome the errors of signs observed in
requested. This could help to overcome the errors of signs observed in
activities in mathematics.
activities in mathematics.
====Pedagogical application 3====
====Pedagogical application 3====
====''Improvement of the lexical spelling.''====
====''Improvement of the lexical spelling.''====
''Level (s)'': 1st year of primary
''Knowledge'': Accents and punctuation
''Knowledge'': Accents and punctuation
asked to put punctuation. "Mom goes to market. She buys meat,
asked to put punctuation. "Mom goes to market. She buys meat,
vegetables and fruit. " The XO plays with sentence breaks and intonations.
vegetables and fruit. " The XO plays with sentence breaks and intonations.
====User Guide for Speak====
====User Guide for Speak====
To access the Speak activity in the XO, after opening the prospect Welcome,
To access the Speak activity in the XO, after opening the prospect Welcome,
common to different activities they have done individually.
common to different activities they have done individually.
====Degree centrality====
====Degree centrality====
<image 5/5>
Save The activity fits in perfectly with the curriculum awakening 4th year
Save The activity fits in perfectly with the curriculum awakening 4th year
primary, inasmuch as this activity allows the teacher and the learner better
primary, inasmuch as this activity allows the teacher and the learner better
learners to take part in the construction tools (photographs, video and audio)
learners to take part in the construction tools (photographs, video and audio)
essential to learning and that they are themselves users.
essential to learning and that they are themselves users.
====Application pédagogique 1====
====Application pédagogique 1====
As part of an educational project, the teacher could invite learners to
As part of an educational project, the teacher could invite learners to
For options, the registration is done by clicking on the icon represented by
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>
<image Record! button>
Draw activity in the XO, highlights the following affordances:
Draw activity in the XO, highlights the following affordances:
* The student can make a drawing.
* The student can make a drawing.
* The student can color (the learner can have access to different colors in the
* The student can color (the learner can have access to different colors in the entry forms or effects).
entry forms or effects).
* The student may accompany his drawing of a text.
* The student may accompany his drawing of a text.
* Students can resize (by Quadrille, while using the height and
* Students can resize (by Quadrille, while using the height and width).
width).
* The student may modify his design, fix it, delete it.
* The student may modify his design, fix it, delete it.
* The student can insert an image.
* The student can insert an image.
* The student may give direction to the drawing (in the Images section, students can
* The student may give direction to the drawing (in the Images section, students can reorient its design by turning left or right).
reorient its design by turning left or right).
* In the Forms section, the learner has a predetermined geometric figures (ellipse, rectangle, polygon, heart, parallelogram, arrow, star, trapezoid, triangle) and it has a line to enable it to carry out all the forms filled in outside the circle.
* In the Forms section, the learner has a predetermined geometric figures
* The student can also share with his peers by showing them his design by example, and they can give their opinions, see correct, when this mesh network.
(ellipse, rectangle, polygon, heart, parallelogram, arrow, star, trapezoid, triangle)
and it has a line to enable it to carry out all the forms filled in
outside the circle.
* The student can also share with his peers by showing them his design by
example, and they can give their opinions, see correct, when this
mesh network.
====Degree of centrality of the activity====
====Degree of centrality of the activity====
<image 5/5>
Draw activity proposed by the XO, is directly integrated into the curriculum of 4th
Draw activity proposed by the XO, is directly integrated into the curriculum of 4th
years primary Enlightenment. Indeed, this activity is included in the tier 1: after the
years primary Enlightenment. Indeed, this activity is included in the tier 1: after the
the learner must climb a step higher in developing original works from the
the learner must climb a step higher in developing original works from the
landscape.
landscape.
====Application pédagogique 1====
====Application pédagogique 1====
====''Making a drawing of your choice.''====
====''Making a drawing of your choice.''====
add, subtract, multiply and divide.
add, subtract, multiply and divide.
====Affordances of the activity====
====Affordances of the activity====
* The student can add, subtract, multiply or divide numbers or
* The student can add, subtract, multiply or divide numbers or numbers.
numbers.
* Students can make all kinds of divisions (between numbers of fractions).
* Students can make all kinds of divisions (between numbers of
fractions).
* The student can add fractions with the same denominator.
* The student can add fractions with the same denominator.
* Students can multiply decimal numbers by 10, 100, 1000.
* Students can multiply decimal numbers by 10, 100, 1000.
* Students can calculate the percentages.
* Students can calculate the percentages.
* Students can calculate problems in situations involving addition,
* Students can calculate problems in situations involving addition, subtraction, multiplication or division.
subtraction, multiplication or division.
* Students can share their findings with a classmate of the class through the XO.
* Students can share their findings with a classmate of the class through the XO.
* The teacher will save time and be able to quickly appease conflict cognitive that may generate some results.
* The teacher will save time and be able to quickly appease conflict cognitive that may generate some results.
====Degree of centrality of the activity====
====Degree of centrality of the activity====
<image 5/5>
Calculate activity is very central to all mathematical tasks
Calculate activity is very central to all mathematical tasks
students from the class of the preparatory first year of primary school. Arrived in fourth
students from the class of the preparatory first year of primary school. Arrived in fourth
From the fourth year, the event will calculate the teacher to see if students
From the fourth year, the event will calculate the teacher to see if students
know how to use mathematical tools and their correct answers.
know how to use mathematical tools and their correct answers.
====Application pédagogique 1====
====Application pédagogique 1====
''Level (s)'': 4th grade of primary
''Level (s)'': 4th grade of primary
millimeter.
millimeter.
====Affordances of the activity====
====Affordances of the activity====
* Students can measure the length of an object (pen, pencil, phone
* Students can measure the length of an object (pen, pencil, phone portable).
portable).
* Students can measure an angle formed by two rods for example.
* Students can measure an angle formed by two rods for example.
* Students can calculate the areas of squares, rectangles on a grid.
* Students can calculate the areas of squares, rectangles on a grid.
* Students can use grid sheets to make plans and draw
* Students can use grid sheets to make plans and draw graphics.
graphics.
====Degree of centrality of the activity====
====Degree of centrality of the activity====
<image 5/5>
Measuring length and angles, the calculation of areas and perimeters of squares and
Measuring length and angles, the calculation of areas and perimeters of squares and
rectangles are skills required for students in the fourth grade. The use
rectangles are skills required for students in the fourth grade. The use
screen for measuring angles formed by two rods, two pens.
screen for measuring angles formed by two rods, two pens.
====Application pédagogique 2====
====Application pédagogique 2====
====''Discover formulas perimeter and area, use these formulas to make
====''Discover formulas perimeter and area, use these formulas to make calculations''====
calculations''====
''Level (s)'': 4th grade of primary
''Level (s)'': 4th grade of primary
the Journal. It is therefore possible for the teacher to put it on a USB key, to
the Journal. It is therefore possible for the teacher to put it on a USB key, to
transfer the file to a computer linked to a printer and to print.
transfer the file to a computer linked to a printer and to print.
===Memorize Activity===
===Memorize Activity===
====Activity Summary====
====Activity Summary====
educational activities of their memory.
educational activities of their memory.
====Affordances of the activity====
====Affordances of the activity====
* Develop visual and auditory memory. The student will have to find a
* Develop visual and auditory memory. The student will have to find a addition, a letter or a musical instrument and sound that accompanies it and memory.
addition, a letter or a musical instrument and sound that accompanies it and
* Students can learn to read and write the new letters and the power made.
memory.
* Students can learn to read and write the new letters and the power
made.
* Students can learn the meaning and use of new words.
* Students can learn the meaning and use of new words.
* It can quickly add up mentally and operations.
* It can quickly add up mentally and operations.
* The student can play with other students.
* The student can play with other students.
* Students can learn the social knowledge (skills, know-how, become).
* Students can learn the social knowledge (skills, know-how, become).
* Students can keep recording community knowledge and be able to
* Students can keep recording community knowledge and be able to apply.
apply.
* Students may remember, remember the social achievements.
* Students may remember, remember the social achievements.
* The student is able to methodically establish, by its repetition in
* The student is able to methodically establish, by its repetition in memory learning.
memory learning.
====Degree of centrality of the activity====
====Degree of centrality of the activity====
<image 5/5>
Memorization is highly integrated into the curriculum and particularly in
Memorization is highly integrated into the curriculum and particularly in
primary education which the young learner has not yet acquired the ability
primary education which the young learner has not yet acquired the ability
''History'':
''History'':
# Reading and Writing numbers in words, eg read the number 20 written in letters
# Reading and Writing numbers in words, eg read the number 20 written in letters a leaf.
a leaf.
# Invention and analysis by students in problem situations involving additions without report.
# Invention and analysis by students in problem situations involving
additions without report.
The teacher will go to the Save by clicking the icon is represented by
The teacher will go to the Save by clicking the icon is represented by
a grid square of three horizontal and three vertical squares. Once the activity is
a grid square of three horizontal and three vertical squares. Once the activity is
part of the bottom of the grid to find the result of the problem proposed in the square from the top
part of the bottom of the grid to find the result of the problem proposed in the square from the top
that has been previously selected.
that has been previously selected.
<image Memorize view>
<image Memorize view>
While when we have a good answer to the sum and the result are displayed
While when we have a good answer to the sum and the result are displayed
the screen that mark the points in the student's name.
the screen that mark the points in the student's name.
<image Memorize view2>
<image Memorize view2>
You can change the figures or data literate sound by pressing
You can change the figures or data literate sound by pressing
Service Charge on parties demonstrations placed above the grid. There is
Service Charge on parties demonstrations placed above the grid. There is
possibility of widening the scope of the grid by clicking on the box dimensions
possibility of widening the scope of the grid by clicking on the box dimensions 4 X 4.
4 X 4.
<image grid size selector>
<image grid size selector>
take several forms (involving a word and its opposite, set of words Genre
take several forms (involving a word and its opposite, set of words Genre
different words in language and in french, etc..)
different words in language and in french, etc..)
<image Activity editing>
<image Activity editing>
They will be recorded in the Journal and will be accessible through the bar
They will be recorded in the Journal and will be accessible through the bar
top by clicking the second icon on the Charger.
top by clicking the second icon on the Charger.
===Distance Activity===
===Distance Activity===
====Activity Summary====
====Activity Summary====
* Students can measure the length to go to get from one point to another.
* Students can measure the length to go to get from one point to another.
* Students can measure the perimeter of the classroom.
* Students can measure the perimeter of the classroom.
* Students can measure the distance to make a course in Education
* Students can measure the distance to make a course in Education physical and sports (EPS) for example.
physical and sports (EPS) for example.
* Students may draw together and assess the distance between two drawings.
* Students may draw together and assess the distance between two drawings.
====Degree of centrality of the activity====
====Degree of centrality of the activity====
<image 5/5>
According to the curriculum of the fourth grade, the distance may be
According to the curriculum of the fourth grade, the distance may be
Central to the main concepts of teaching / learning
Central to the main concepts of teaching / learning
Sugar environment V.8.2. In the Home view, begin the activity by clicking
Sugar environment V.8.2. In the Home view, begin the activity by clicking
the icon representing a dolphin.
the icon representing a dolphin.
<image Home view>
<image Home view>
Sugar environment V.8.2. The two connected XO activity can begin. Click
Sugar environment V.8.2. The two connected XO activity can begin. Click
Start far away.
Start far away.
<image Distance screen>
<image Distance screen>
Atmosphere tab allows the student to enter the variables of temperature and humidity
Atmosphere tab allows the student to enter the variables of temperature and humidity
on so that the measures are as accurate as possible.
on so that the measures are as accurate as possible.
<image Atmosphere toolbar>
<image Atmosphere toolbar>
===Activity Measure===
===Activity Measure===
====Activity Summary====
====Activity Summary====
http://www.vernier.com/netbooks/olpc.html
http://www.vernier.com/netbooks/olpc.html
====Degree of centrality of the activity====
====Degree of centrality of the activity====
<image 3/5>
This activity in terms of curricula for the 4th year of primary education can be regarded as
This activity in terms of curricula for the 4th year of primary education can be regarded as
device. At the central level, it could be placed at level 3. Because if it does
device. At the central level, it could be placed at level 3. Because if it does
''Knowledge'': The CW
''Knowledge'': The CW
''Savoirfaire'':
''Savoirfaire'': Explore the sounds in their physical dimension.
Explore the sounds in their physical dimension.
''History'':
''History'':
To start this activity, click the Measure icon is in the perspective
To start this activity, click the Measure icon is in the perspective
Home XO (it is represented by a screen where we see a curve).
Home XO (it is represented by a screen where we see a curve).
<image Home view>
<image Home view>
Once in the business, we have a number of features, so we can
Once in the business, we have a number of features, so we can
amplitude control (visual) by extending or shortening.
amplitude control (visual) by extending or shortening.
<image >
<image >
neighborhood, and follow the procedure for sharing on pages 15 to 17 of Getting Started in XO and
neighborhood, and follow the procedure for sharing on pages 15 to 17 of Getting Started in XO and
the environment Sugar V.8.2.
the environment Sugar V.8.2.
===Activity Scratch===
===Activity Scratch===
====Activity Summary====
====Activity Summary====
* The student can make the programming object.
* The student can make the programming object.
* Students can create simple programs and designing video games.
* Students can create simple programs and designing video games.
* Students can program the movement of characters within a
* Students can program the movement of characters within a graphical environment.
graphical environment.
* Students can design avatars (characters or objects)
* Students can design avatars (characters or objects)
* The student can position the objects within an environment.
* The student can position the objects within an environment.
* The student may also place or draw, placing an object near or far from
* The student may also place or draw, placing an object near or far from and appreciate the distance between two drawings.
and appreciate the distance between two drawings.
* The student can identify objects placed on or under a given benchmark.
* The student can identify objects placed on or under a given benchmark.
* Students may place an object on or under a given benchmark.
* Students may place an object on or under a given benchmark.
* The student can identify the internal and / or outside of an object or a space.
* The student can identify the internal and / or outside of an object or a space.
* Students may place an object within and / or outside of another.
* Students may place an object within and / or outside of another.
* Students can compare sets by matching term by term (without
* Students can compare sets by matching term by term (without count) to highlight the concepts provided that, unless more than.
count) to highlight the concepts provided that, unless more than.
* Students can compare their answers with those of its peers.
* Students can compare their answers with those of its peers.
* The student may be assisted by his peers or by the teacher.
* The student may be assisted by his peers or by the teacher.
====Degree of centrality of the activity====
====Degree of centrality of the activity====
<image 5/5>
Scratch The activity helps students to achieve the know-how relating to
Scratch The activity helps students to achieve the know-how relating to
affordances above, has a very high degree of centrality. By
affordances above, has a very high degree of centrality. By
====User Guide of the Scratch====
====User Guide of the Scratch====
Click on the Scratch From Home view XO.
Click on the Scratch From Home view XO.
<image Home view>
<image Home view>
Click on Choose a new pixie from a file, 4 costume categories
Click on Choose a new pixie from a file, 4 costume categories
(illustrations) appear (animals, fantasy, people, things).
(illustrations) appear (animals, fantasy, people, things).
<image Scratch home>
<image Scratch home>
Double-click on Things, objects appear;
Double-click on Things, objects appear;
<image folder selection popup>
<image folder selection popup>
Move the cursor over the selected object (such as the trampoline), click on it, and then validate
Move the cursor over the selected object (such as the trampoline), click on it, and then validate
OK. The trampoline will appear on the scene.
OK. The trampoline will appear on the scene.
<image Things>
<image Things>
affordances programming subject visit the Web:
affordances programming subject visit the Web:
http://squeaki.recitmst.qc.ca/wakka.php?wiki=ScratchInitiation/v
http://squeaki.recitmst.qc.ca/wakka.php?wiki=ScratchInitiation/v
===Moon Activity===
===Moon Activity===
====Activity Summary====
====Activity Summary====
margin to the left of the metaphor.
margin to the left of the metaphor.
====Affordances of the activity====
====Affordances of the activity====
* The student has access to real-time information on the Moon (phases, visibility
* The student has access to real-time information on the Moon (phases, visibility the surface, the next lunar eclipse, the next solar eclipse)
the surface, the next lunar eclipse, the next solar eclipse)
* The activity can also be used as course material in different ways "Earth" because it can be used to learning about the concept of "spherical of the earth. "
* The activity can also be used as course material in different ways
* Students can also use this medium to a teaching on the learning "Locating a point on the surface of the Earth using the grid coordinates geography.
"Earth" because it can be used to learning about the concept of "spherical
* The student can change the face of the moon and then be led to understand the concept rotation of the Moon and Earth.
of the earth. "
* Students can also use this medium to a teaching on the learning
"Locating a point on the surface of the Earth using the grid coordinates
geography.
* The student can change the face of the moon and then be led to understand the concept
rotation of the Moon and Earth.
Social Affordances:
Social Affordances:
questionnaire) between learners using the XO as eBook.
questionnaire) between learners using the XO as eBook.
====Degree of centrality of the activity====
====Degree of centrality of the activity====
<image 5/5>
The integration of the Moon with the curriculum is perfect, and meshes well with the content
The integration of the Moon with the curriculum is perfect, and meshes well with the content
description and location point on the surface of the Earth as it appears in the
description and location point on the surface of the Earth as it appears in the
''Knowledge'': The spherical Earth
''Knowledge'': The spherical Earth
''Savoirfaire'':
''Savoirfaire'': Explaining his comments by the shape of the Earth.
Explaining his comments by the shape of the Earth.
''History'':
''History'':
Activity of the learner
Activity of the learner
* Free observation of the object of the Moon XO.
* Free observation of the object of the Moon XO.
* XO-handling: pointer on the icon Change hemisphere and click
* XO-handling: pointer on the icon Change hemisphere and click left (X)
left (X)
Questions to guide the observation:
Questions to guide the observation:
Activity of the learner:
Activity of the learner:
Using the grid in the Class Moon makes an observation tour of the
Using the grid in the Class Moon makes an observation tour of the grid questions.
grid questions.
What information appearing on the top and bottom of the globe and which names
What information appearing on the top and bottom of the globe and which names does one give to these points?
How many types of lines you see on the globe and what each of them?
How many types of lines you see on the globe and what each of them?
the finger on the touch pad corresponding to the rectangle of the environment. Launch activity
the finger on the touch pad corresponding to the rectangle of the environment. Launch activity
clicking with the left button (X), the tab Start to start the Moon.
clicking with the left button (X), the tab Start to start the Moon.
<image Home view>
<image Home view>
A representation of the Moon will appear as well as several real-time information.
A representation of the Moon will appear as well as several real-time information.
<image Moon>
<image Moon>
the other that of a globe with an arrow. To change the order, ie of affordance, it
the other that of a globe with an arrow. To change the order, ie of affordance, it
Simply click on one of the icons.
Simply click on one of the icons.
<image View tab>
<image View tab>
The grid view shows the parallels and meridians (benchmarks map)
The grid view shows the parallels and meridians (benchmarks map)
necessary to locate a point on the surface of the Earth.
necessary to locate a point on the surface of the Earth.
<image Moon with grid>
<image Moon with grid>
To rotate the globe (rotation), simply click on the icon of the Moon Change
To rotate the globe (rotation), simply click on the icon of the Moon Change
Hemisphere view, above view, as many times as you want to rotate the globe.
Hemisphere view, above view, as many times as you want to rotate the globe.
<image Moon southern hemisphere view>
<image Moon southern hemisphere view>
To leave one of the two views (the grid or rotating globe), click on the icon and
To leave one of the two views (the grid or rotating globe), click on the icon and
successive elements appear then disappear.
successive elements appear then disappear.
===Activity Implode===
===Activity Implode===
====Activity Summary====
====Activity Summary====
colors easily.
colors easily.
Affordances of the activity
Affordances of the activity
* The student can move the blocks to match the colors according to the
* The student can move the blocks to match the colors according to the destroy
destroy
* The student can control the level of play, the recovery after a failure or a first new configuration.
* The student can control the level of play, the recovery after a failure or a first
* The Game tab provides more information on the game and its level: New, Undo, Redo, Easy, Medium and Difficult.
new configuration.
* The activity can be done individually, in dyads or triads and share with the neighborhood. Students can share the activity. They will train for become resource persons (those who are doing very well in the game), for help others in difficulty depending on the level of play Students and develop the spirit of the community instead of the competitive spirit in vogue in attitude of Gabonese student.
* The Game tab provides more information on the game and its level: New, Undo,
Redo, Easy, Medium and Difficult.
* The activity can be done individually, in dyads or triads and share with
the neighborhood. Students can share the activity. They will train for
become resource persons (those who are doing very well in the game), for
help others in difficulty depending on the level of play Students
and develop the spirit of the community instead of the competitive spirit in vogue
in attitude of Gabonese student.
====Degree of centrality of the activity====
====Degree of centrality of the activity====
<image 5/5>
Implode activity can be placed at level 5, because it is an easy to integrate
Implode activity can be placed at level 5, because it is an easy to integrate
in the mathematics curriculum the first year to train and represent
in the mathematics curriculum the first year to train and represent
''Knowledge'': The overall concept, the addition and subtraction
''Knowledge'': The overall concept, the addition and subtraction
''Savoirfaire'':
''Savoirfaire'': Cultivating a taste for effort among students with medium and difficult levels.
Cultivating a taste for effort among students with medium and difficult levels.
''History'':
''History'':
To access the Implode activity in the XO, after opening, with a view Welcome,
To access the Implode activity in the XO, after opening, with a view Welcome,
place the cursor on the icon represented by small green squares.
place the cursor on the icon represented by small green squares.
<image Home view>
<image Home view>
by pressing the left button (represented by X) of the touch pad to enter
by pressing the left button (represented by X) of the touch pad to enter
activity. To go faster, click on the icon to enter the business.
activity. To go faster, click on the icon to enter the business.
<image Game>
<image Game>
three gates shown in this menu allow you to change the level of play from left to
three gates shown in this menu allow you to change the level of play from left to
right, the levels are easier to more difficult.
right, the levels are easier to more difficult.
<image Game toolbar>
<image Game toolbar>
To play, click groups of three or more blocks of the same color. In
To play, click groups of three or more blocks of the same color. In
positioning your cursor on them, they will highlight.
positioning your cursor on them, they will highlight.
===Activity Mini-Tam Tam===
===Activity Mini-Tam Tam===
====Activity Summary====
====Activity Summary====
====Affordances of the activity====
====Affordances of the activity====
* The student can identify the sounds
* The student can identify the sounds
* The student can distinguish the sounds of musical instruments,
* The student can distinguish the sounds of musical instruments, Animals, humans and objects (doors, trash ...)
Animals, humans and objects (doors, trash ...)
* The student can control the tempo
* The student can control the tempo
* It may increase or decrease the speed of the tempo
* It may increase or decrease the speed of the tempo
* It can combine sounds to get the rhythms he wants
* It can combine sounds to get the rhythms he wants
* Students can recognize and imitate the sounds of the living environment
* Students can recognize and imitate the sounds of the living environment
* The student may, with this activity, communicate or announce to the sound of a tam-tam
* The student may, with this activity, communicate or announce to the sound of a tam-tam new.
new.
====Degree of centrality of the activity====
====Degree of centrality of the activity====
<image 4/5>
Indeed, '''TamTam
Indeed, '''TamTam
Mini''' is not fully integrated into the primary school curriculum, but
Mini''' is not fully integrated into the primary school curriculum, but
by the way.
by the way.
====Application pédagogique 1====
====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
''Level (s)'': From the 1st to the 5th grade of primary
''Knowledge'': The instruments of music, the beat, tempo and percussion
''Knowledge'': The instruments of music, the beat, tempo and percussion
''Savoirfaire''':
''Savoirfaire''': Combine different musical instruments
Combine different musical instruments
''History'':
''History'':
demonstrate the concept of beat per measure of complexity of the beats and tempo.
demonstrate the concept of beat per measure of complexity of the beats and tempo.
====Application pédagogique 2====
====Application pédagogique 2====
====''TamTam
====''Tam Tam Mini and wakefulness''====
Mini and wakefulness''====
''Level (s)'': From the 1st to 3rd grade of primary
''Level (s)'': From the 1st to 3rd grade of primary
''Knowledge'': The Man, animals, objects, sounds
''Knowledge'': The Man, animals, objects, sounds
''Savoirfaire'':
''Savoirfaire'': Distinguish the different sounds, objects and animals
Distinguish the different sounds, objects and animals
''History'':
''History'':
Mini (represented by an icon with two drum sticks) with
Mini (represented by an icon with two drum sticks) with
the left button (X) of the touchpad.
the left button (X) of the touchpad.
<image Home view>
<image Home view>
in and out of a grid with pictures (of humans, animals and other
in and out of a grid with pictures (of humans, animals and other
objects used in the living environment).
objects used in the living environment).
<image gallery of sound instruments>
<image gallery of sound instruments>
creations with our friends as possible is our ability to play the
creations with our friends as possible is our ability to play the
music between friends.
music between friends.
===Activity Tam Tam Jam===
===Activity Tam Tam Jam===
====Activity Summary====
====Activity Summary====
* It can also compose and record his own music.
* It can also compose and record his own music.
====Degree of centrality of the activity====
====Degree of centrality of the activity====
<image 5/5>
This course meets the curriculum of basic education, such as the
This course meets the curriculum of basic education, such as the
4th grade curriculum in Éveil (arts education and sports) to create and implement
4th grade curriculum in Éveil (arts education and sports) to create and implement
''Knowledge'': Instruments, percussion, wind instruments, stringed instruments.
''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
using a musical instrument Regouper instruments by category within
an orchestra.
an orchestra.
''Knowledge'': The singing, composition
''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.
coordinate and harmonize the instruments, sounds and singing.
touch pad to enter the business. Or to go faster, click directly
touch pad to enter the business. Or to go faster, click directly
on the icon to return to the activity.
on the icon to return to the activity.
<image Home view>
<image Home view>
This activity has several tabs. The tab includes options Jam Control
This activity has several tabs. The tab includes options Jam Control
Volume and Tempo. The 3rd tab Playback will stop the loop, to mute
Volume and Tempo. The 3rd tab Playback will stop the loop, to mute
environments of the composition. The Save tab allows you to record
environments of the composition. The Save tab allows you to record
new sounds using the microphone.
new sounds using the microphone.
<image toolbar>
<image toolbar>
At the bottom of the screen there are drum kits (set of batteries and tam-tam), Loops (bank
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
musical sequences), All (all types of sounds), Concrete (sound among objects
sounds (my sons), People (the prerecorded voice of a child), Strings (instruments
sounds (my sons), People (the prerecorded voice of a child), Strings (instruments
strings), Winds (wind instruments) and percussion.
strings), Winds (wind instruments) and percussion.
<image Drum kits>
<image Drum kits>
To form the orchestra, the student need only drag and drop to assemble instruments,
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
sounds and musical sequences (loops). Click the right button (M) under
the sequence of the beat to control the instrument, designated keyboard button to
the sequence of the beat to control the instrument, designated keyboard button to
activate the instrument, etc.)..
activate the instrument, etc.)..
<image Loops><image Loops panel>
<image Loops><image Loops panel>
The activity can be shared with neighbors and to dyads or triads. Students
The activity can be shared with neighbors and to dyads or triads. Students
to discuss their different compositions, make suggestions,
to discuss their different compositions, make suggestions,
Christmas or New Year). The ability to interact is developed and even Central
Christmas or New Year). The ability to interact is developed and even Central
in this activity. It develops the spirit of cooperation and creativity.
in this activity. It develops the spirit of cooperation and creativity.
===Activity Tam-Tam Edit===
===Activity Tam-Tam Edit===
====Activity Summary====
====Activity Summary====
====Degree of centrality of the activity====
====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
In referring to the curriculum of 4th and 5th years and the 1st year's event
Tam Tam Edit fits under Enlightenment.
Edit fits under Enlightenment.
In 4th and 5th years eg
In 4th and 5th years eg
* First-level 4 at the 22nd week, students will perform a song.
* 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
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
accompany a song. The learner can also create his own music with
instruments required by the curriculum, but it can enrich many other
instruments required by the curriculum, but it can enrich many other
====Application pédagogique 1 ====
====Application pédagogique 1 ====
====''Compose a melody''====
====''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
Students will create their own melody to the presentation of a ballet. As
illustration, the First Symphony dyad Brigitte / Solange.
illustration, the First Symphony dyad Brigitte / Solange.
The student selects the section Dial, then it makes the choice of instruments
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
music (frog, dog, rooster, balafon), then the sheet of paper, he shall record the
sequences of musical notes to get the music you want.
sequences of musical notes to get the music you want.
Similarly, students in Grade 1 may be required to perform the anthem Group
Similarly, students in Grade 1 may be required to perform the anthem Group
National (the Concorde).
National (the Concorde).
====Application pédagogique 2====
====Application pédagogique 2====
====''Composition of a musical repertoire''====
====''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
Perform traditional songs and modern within a moderate band at the
cultural day of school at the end of the year.
cultural day of school at the end of the year.
History:
''History'':
Placed in groups of five, students will select musical instruments of XO,
Placed in groups of five, students will select musical instruments of XO,
Edit, a window opens,
Edit, a window opens,
click on the Run option, a page is opened.
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.)..
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 change the instrument, click on their image. Click on the symbol of addition (+)
to add a new instrument to the list.
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 bar tab of activity we offer three choices: Student Activities, Composer and Generate
The Components tab displays a bar with three compartments.
The Components tab displays a bar with three compartments.
<image Composer toolbar>
Left: a button Play / Pause, Stop another then a third keyboard Save
Left: a button Play / Pause, Stop another then a third keyboard Save
and a final ogg to record sound to ogg format
and a final ogg to record sound to ogg format
subsequently converted to MP3 or CD.
subsequently converted to MP3 or CD.
In the center there is a selection tool to move the clips, a pencil and a brush,
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.
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
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.
Volume / Tempo that leave our slider to access the controls.
To compose a melody, click on the Compose tab, then select the
To compose a melody, click on the Compose tab, then select the
instruments required.
instruments required.
<image Track properties>
Then click on the pencil to draw lines in front of the chosen instrument and
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).
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.
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
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
to make an improvement, click the Pause button and insert arrangements
desired.
desired.
We can improve the composition by adding the sounds of animals, the cries of birds or
We can improve the composition by adding the sounds of animals, the cries of birds or
of children.
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,
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
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
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.).
elements (a division of the grid, page color, transposition, pan, volume, etc.).
<image Properties panel>
Then, click, a window opens, it sets the pace,
Then, click, a window opens, it sets the pace,
height, duration, scale and pattern of the melody generated.
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
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
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
15 of Getting Started in XO and the Sugar environment V.8.2), or the record format
ogg to export.
ogg to export.
Conclusion
===Conclusion===
Ultimately, this chapter has attempted a description of the capabilities of XO in primary school
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
Gabon. Far from being exhaustive, we accept that many activities can be exploited
conformity with the curricula. To go further, we can still consider a
conformity with the curricula. To go further, we can still consider a
Operating XO: pedagogy of the project.
Operating XO: pedagogy of the project.
==Chapter 3 ==
==Chapter 3 ==
===Introduction===
===Introduction===
proposed project follows the methodology suggested by Gregory and Laferrière
proposed project follows the methodology suggested by Gregory and Laferrière
(1998):
(1998):
<image Project path>
===Project 1: The Herbarium at school ===
===Project 1: The Herbarium at school ===
School project: "The herbarium at school. "
School project: "The herbarium at school. "
Libreville.
Libreville.
=====Learning Objectives: =====
=====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.
* Identify some uses of plants.
* Define the term "deforestation".
* Define the term "deforestation".
support activities that calculate distance and fit perfectly to the project. As
support activities that calculate distance and fit perfectly to the project. As
illustration, we will say that the context itself offers this opportunity:
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
For this reason one can measure the distance of the bins with the school or latrines
students "(Munro).
students "(Munro).
=====Featured Resources=====
=====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, ...);
* French course (Preparation of a brochure, posters, ...);
* NGO (Action for Gabon or UNESCO, WHO, ...);
* 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;
* Measurement of sound intensity in the bars with the XO;
=====Organization =====
=====Organization =====
=====→ Action Plan:=====
=====→ 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;
* 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====
====II - The project====
=====Progressive development of thought and documents=====
=====Progressive development of thought and documents=====
* Using the XO to save;
* Using the XO to save;
* Adult speakers of each language listed;
* 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:
Organization of work:
* Identify the languages in the class to leave the groups in different languages;
* 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
=====Coordination and synthesis of contributions:=====
=====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.
* Summary of groups and preparation of the glossary.
converse in local languages.
converse in local languages.
=====Continuation of the project:=====
=====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.=====
=====Development of another glossary.=====
* Sharing a project in interaction with other institutions.
* 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