{"id":2215,"date":"2021-05-14T10:57:06","date_gmt":"2021-05-14T08:57:06","guid":{"rendered":"https:\/\/edu.ge.ch\/site\/formationcontinue\/?page_id=2215"},"modified":"2026-09-01T17:23:58","modified_gmt":"2026-09-01T15:23:58","slug":"strategie-dapprentissage","status":"publish","type":"page","link":"https:\/\/edu.ge.ch\/site\/formationcontinue\/capacites-transversales\/strategie-dapprentissage\/","title":{"rendered":"Strat\u00e9gie d’apprentissage"},"content":{"rendered":"\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n
PUBLIC CIBLE<\/td>\nTITRE DU COURS<\/td>\nN\u00b0 DU COURS<\/td>\n<\/tr>\n
ES I ES II<\/td>\nDyslexie et dysorthographie au secondaire I et II : th\u00e9orie, pistes p\u00e9dagogiques et outils de rem\u00e9diation<\/a><\/td>\nS2-840<\/td>\n<\/tr>\n
ES I ES II<\/td>\nTrouble du d\u00e9ficit d’attention avec ou sans hyperactivit\u00e9 (TDA\/H), au secondaire I et II : identification, cons\u00e9quences et pistes d’intervention<\/a><\/td>\nS2-842<\/td>\n<\/tr>\n
ES II<\/td>\nAnimation d’ateliers pour \u00e9l\u00e8ves dyslexiques et dysorthographiques au secondaire II<\/a><\/td>\nS2-843<\/td>\n<\/tr>\n
ES II<\/td>\nOrganiser des ateliers de m\u00e9thodes de travail<\/a><\/td>\nS2-844<\/td>\n<\/tr>\n
ES II<\/td>\nM\u00e9tacogiter en classe : soutenir la planification, l\u2019autocontr\u00f4le et l\u2019auto\u00e9valuation chez les \u00e9l\u00e8ves en difficult\u00e9<\/a><\/td>\nS2-845<\/td>\n<\/tr>\n
ES I ES II<\/td>\nApprendre \u00e0 apprendre : optimiser les m\u00e9thodes de travail de mes \u00e9l\u00e8ves\u00a0<\/a><\/td>\nS2-850<\/td>\n<\/tr>\n
ES I ES II<\/td>\nEscape game p\u00e9dagogique : exp\u00e9rimentation et cl\u00e9s concr\u00e8tes pour le d\u00e9veloppement d’un outil p\u00e9dagogique exceptionnel<\/a><\/td>\nS2-917<\/td>\n<\/tr>\n
ESI<\/td>\nTDAH et CO – Outils pour g\u00e9rer l’h\u00e9t\u00e9rog\u00e9n\u00e9it\u00e9 des \u00e9l\u00e8ves dont les \u00e9l\u00e8ves TDAH<\/a><\/td>\nCO-01610<\/td>\n<\/tr>\n
ESI<\/td>\nDiff\u00e9renciation p\u00e9dagogique au CO: dispositifs, outils, strat\u00e9gies<\/a><\/td>\nCO-01685<\/td>\n<\/tr>\n
EP ESI ESII<\/td>\n\u00a0\u00c9motion et cognition : comprendre les \u00e9motions et leurs effets sur les apprentissages scolaires<\/a><\/td>\nEP-734<\/td>\n<\/tr>\n
EP ESI ESII<\/td>\nRefus scolaire anxieux : quel r\u00f4le pour l’\u00e9cole face \u00e0 cette probl\u00e9matique complexe ?\u00a0<\/a><\/td>\nEO-020<\/td>\n<\/tr>\n
EP OMP<\/td>\nCapter l’attention des \u00e9l\u00e8ves pour apprendre diff\u00e9remment<\/a><\/td>\nEP-998<\/td>\n<\/tr>\n
EP OMP<\/td>\nInt\u00e9grer les capacit\u00e9s transversales dans son enseignement<\/a><\/td>\nEP-1059<\/td>\n<\/tr>\n
EP ESI ESII OMP<\/td>\nLa p\u00e9dagogie de la Classe Autonome<\/a><\/td>\nCO-01687<\/td>\n<\/tr>\n
OMP<\/td>\nUtiliser Popplet pour soutenir la m\u00e9morisation et la structuration de la pens\u00e9e chez les \u00e9l\u00e8ves<\/a><\/td>\nOMP-107<\/td>\n<\/tr>\n
EP OMP<\/td>\nDes jeux de soci\u00e9t\u00e9 pour construire l?attention, la m\u00e9moire, la compr\u00e9hension et le raisonnement<\/a><\/td>\nOMP-111<\/td>\n<\/tr>\n
EP OMP<\/td>\nEnseigner et soutenir l’autor\u00e9gulation : strat\u00e9gies transversales d’apprentissage pour les \u00e9l\u00e8ves en difficult\u00e9<\/a><\/td>\nOMP-112<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n","protected":false},"excerpt":{"rendered":"

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