During my two years of the MEEF SII Master's program, I was able to design educational sequences for my discipline at various middle and high school levels, both individually and in groups. The objective could vary depending on the exercise: either to design the program of a sequence or a session, or to establish the content of the activities proposed in the sequence. In the latter case, we were also asked to differentiate the original activity for students with special needs.

BAC Pro TEB AA

This BAC Pro in architecture is not directly related to my specialty or my competition, but it is still important to be adaptable. We were asked to create a sequence for a class of BAC Pro TEB AA students, set in the context of carrying out work for a residence.

For this, I first created a summary sheet of the sequence in Excel. This sheet contains the schedule of each session of the sequence. Furthermore, each session is detailed in the following sheets, with the objectives, steps and their durations, and the allocated materials. Finally, a student contract sheet will be distributed to each student in the class, to explicitly indicate the expectations of the sequence.

Regarding the restitution of my work, and thus the presentation of my sequence, I created a slideshow in PowerPoint, and used the Cameo tool to create a video capsule. A focus was made only for session 3.

The file of the sequence breakdown, as well as the presentation, are available for download in the "File" category. Moreover, the video capsule is available in the "Video" category.

4ème Activity: creating the Pong game on Scratch

The initial objective was to construct a summative assessment for 4ème that would validate students' skills after having used the Scratch software. However, I repurposed this assessment and turned it into an activity. The goal of this activity is to create a simplified version of the 1972 video game Pong, initially with the player on the left of the screen and the computer on the right.

After adapting this assessment into an activity, I was able to present its breakdown in class using a PowerPoint slideshow.

The activity, as well as the presentation detailing it, are provided in the "File" section.

4ème Sequence: creating a reverse parking radar

The initial instruction that led to the creation of this sequence was initially to perform the synthesis and assessment of a sequence. However, my partner and I concluded that it was impossible to carry out the exercise without detailing the activity of this sequence to a minimum. We thus presented a guideline of the activity without fully developing it. The focus was placed on the assessment, an oral presentation where each skill is evaluated according to four types of criteria. But also on the synthesis, which was completely written.

Subsequently, in another module, we were asked to carry out an activity, and then differentiate it for students with special needs. Thus, we decided to reform our pair to adapt the activity framework we had started. For this, it was necessary to elaborate on the parts that had not been detailed. After completing the base activity, we adapted the complete sequence (including activity, synthesis, and assessment) for students with special needs: dyslexic, dysorthographic, dyspraxic, dysgraphic, dysphasic, and "dyscognitive". The latter type of dys disorder does not really exist: we decided to create it for students who have significant difficulty in sustaining mental effort.

In the "File" category are the framework of the basic sequence, the completed sequence, and the differentiated versions with a small explanatory guide.

Designing Sessions and Educational Sequences

2024 1+ School Master MEEF SII

Abstract

Video

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2024
1+
School Master MEEF SII