two years ago I have how
a project to help teachers of
schools to become great teacher that
started by creating a tool for their
allow to teach reading of
differentiated way ie in
adapting to each of their students
the first time I talked about this
project to a teacher
he said to me ah it looks awesome but is
what does it work
so I really wanted to say yes
yes of course it works it’s me
that he does but instead I have him
asked what does it mean to
just
it’s been working for two years it’s a
question we are often asked
does it work and every time
when we ask what does it mean
the answers revolves around speed
student learning that must
increase when the students of
Technological University of Compiegne
have offered to come here to express myself here
on the theme of speed they have me
naturally proposed to talk about the
student learning speed
it posed me some problems then
to be clear I am convinced that the
question does it work
it is fundamental if one does not arise
no such kind of questions we advance to
the blinded on the other hand I think the
grid of reading speed when one
wonder is it working for a
educational tool
it is neither the only nor the best
today to start I would like to
explain to you why we associate these
temporality issues to education
quite naturally when we spend a
exam a contest a test that this
either in one hour in two hours or in four
hours must be answered in limited time
the school starts at 8:30 we have fifteen
one and a half minutes of recreation
to eat 15 minutes in the afternoon have
finished at 5 pm in the week on
work four or five days it’s
besides a big question
today is what you need to work
four or five days we start in
September
we have a week of vacation at the
all saints two weeks at christmas two
weeks in February of Easter week
and almost two months of vacation
finally school is compulsory of 6
at 16 years old three years ago
kindergarten five years of school
elementary
four years of college always this
relation to temporality to rites in
rhythm to the rhythm but finally is this
that the rhythm has always been linked to
school
we ask ourselves the question of
transmission of knowledge at least since
antiquity
on the other hand, the school as it is
knows today
it dates back to the 1880s
with the ferry laws that make it
free secular and compulsory for all
a true revolution a revolution
who follows another revolution
industrial
and when we look closely at the passes
it was created in a context
industrial for industrial needs
and in an industrial context when we
wonders is this tool it is
performing
we will say to ourselves is that it works otherwise
we will see if the worker when we go
give him this tool he’ll be able to
work faster and better
the parallel with the education system
is that the child who learns his
work is to acquire skills
knowledge is therefore a good tool
for him it’s something that will
allow to do it faster and better
and finally it’s a system that has
worked well for almost 150 years
why would it be different today
today what is different is
that we no longer reduce learning to
childhood we consider that someone who
start working today do not
will do more the same job in 30 years he
will have to train why would that be
different today
because today if I ask you
to know how to present a
ted conference
if I ask you when are the
ferry fingers or so what you know
on artificial intelligence
your first instinct running you
to inquire is what it really is
to go to school today you go
look on the internet and that’s fine
so
the relationship to knowledge has
amended
why it’s different it’s different
because today we enter a
design of the world where what can be
automated system must be automated and
it is well nobody is
basically happy to do the
same repetitive task 35 hours a
week for 40 years with five
weeks of paid leave
we have the impression that this conception
it already existed at the time
industrialized but it’s
different
in the industrial age automated
it was to increase productivity
it was eventually taking a
worker and put him on a chain of
editing for it to be more efficient
today what we want to automate
that’s what we do not want to do
but what we want to do
we can do it it’s been years that
I play chess computers
know how to do it better than us for
as much if you want to play
chess
nothing prevents you from doing it and you
will be delighted to do it then finally
does it work well it already depends
what we talk about what skills
we talk in the 2000s there is a
group of American researchers who
asked this question what are
the main skills to acquire
for children today for the 21st
century critical thinking communication
collaboration creativity critical thinking
communication collaboration creativity
what is interesting is that no
of these skills does not analyze
easily with a reading grid
related to speed critical thinking
communication collaboration creativity
is it relevant to ask
if someone has a mind quickly
critical
is it relevant to know if
someone collaborate quickly it’s not
necessarily a quality
however, wonder if two people
have a deep communication together
it’s interesting to wonder if
someone to a creativity that is
source of original ideas that have some
value
it seems more relevant already then is
does it work for analysis this
question we have our disposal three
great educational theories
the first educational theories she
is interested in knowing if follows a
learning a learner is capable
to give a fair answer to a
question asked if I ask a child
who just learned these tables from
multiplication how much do three times 5
and who only answer me 15
it’s very good the second big
pedagogical theories
she’s interested in whether from
his knowledge a learner is
able to build his knowledge if one
says a child three times 5 that makes
15 and that too easy it’s eighteen
and if he is capable all by himself then
conclude that three times 11
it’s 33 it’s great and it’s great
even if the fake ie if he
consider that three times without that
does 15 and that three times it makes 16
what is wrong eq so three years has
does 31 which is wrong also we are
happy anyway because he understood
the principle
he understood that three times in eleven
it’s the same as 3.5 inches three
times 6 the third great theories
teaching
she is interested in metacognition and
to the group
she was interested in putting together these
two students one who knows his tables
multiplication and who did not understand
the principle is the one who does not know
his tables and who understood the principle
and will see if together they can
answer this question 3 x 11 in
having both the correct answer is
understood the principle today our
educational system
they are very interested in seven
first educational theories that we
calls behaviorism we will teach
then we will ask questions we will
see if the answers given are good
an educational tool and relevant if
increases the rate of correct answers
given by students in studies
secondary and in studies
higher
we are interested a little in this second
pedagogical theories we call the
constructivism
we often say mathematics for example
that what matters is not so much
to give the right result is especially
to have understood the principle
unfortunately at school we are interested
little to social constructivism this
third major educational theories
which, however, would be essential for
analyze the great skills that I
you spoke earlier
these three educational theories they do not
are not at all opposed they are
parties so all three of them are
just a one-year glance angle of
different visions about learning
it’s interesting to rely on the 3
why is there today a
gap between what researchers
consider to be good direction is
what we observe in school I will
surprise
for once it’s not the fault of
politicians indeed education
national in these texts is very much in
advance on the practice is usually
in line with the major theories of
moment typically today we speak
a lot of resituate the learner to
heart of the educational system to do in
so that’s the school that adapts to
the student and not the opposite
but when we look at it’s in the
texts for more than 30 years with the
jospin laws on education when he
was Minister of National Education
in the latest school programs
we see the appearance in class of
kindergarten of the concept of algorithms and
which is very modern that there is a
discrepancy between theory and practice
that’s normal it ‘s always been the case
problem is that today the
paradigm shift that takes place is
very fast and the reforms
structural elements that must be
square
they are slow they are very
relevant it is necessary to rethink the
teacher training
we must rethink our relationship to
evaluation is very relevant
but it takes time in society
that I created the islet al ahly there
is interested in this paradigm shift
from a technological point of view
creating technological tools
the good point is that it allows to be
much faster in these
changes but we face two
psychological barriers
the first psychological barrier
she is tied to the unknown in a way
general there are very few people who
understand what is new
technologies and as we talk about children
a fragile population we find that it
do not get along well to put some
something unknown with children a
fragile population
so much of our
job is to explain what
is that new technologies
how does it work how it has to be
used what is the purpose for removing
this first psychological barrier
the second psychological barrier
it is linked to the fear of change on
hears a lot that many trades
same intellectuals will disappear there
are a lot of school teachers
who come to see us and that we
ask questions about this subject I
will tell you something that is not
not easy to say and that is not
easy to hear for them yes in
fifteen years the profession of teacher of
schools will have nothing to do with that
of today what will it be
very hard to answer this question
is actually the best people
to answer this question these are
school teachers
in one way or another all of us
we will transform ourselves into a manager
of artificial intelligence
it will be up to us to choose which task
we want to delegate to
artificial intelligences and what
task we want to keep to our
level
so does that work does the
answer to this question she is very
simple yes it works
anyway there is a system of
close to the natural selection that
does that the educational tool that does
not walk it is not used
finally the educational tools that
will be used yes it works
the real question that must be asked
what does it mean
market
I’m not saying it’s bad
thing to be interested in speed
learning a reading grid
interesting
I think there are others and one
others who are better wondering
if we can reduce school failure
if we can reduce inequalities
if we can make sure that
children who go to school either
happy proud of them and that they are well
prepared for their future they are
other reading grid that are
really relevant but to pass on
its grids of reading it is necessary that we
all in this room we were changing
our education report thank you
[Applause]
[Music]
”
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