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[...] Perrenoud, P. (1997). Differentiated pedagogy: From intention to action. ESF editor. Lafreniere, M. A. K., Vallerand, R. J., & Carbonneau, N. (2009). The self-determination theory and the hierarchical model of intrinsic and extrinsic motivation: Integrative perspectives. InTreatise on the Psychology of Motivation (pp. 47-66). Dunod. [...]
[...] Foote, E. (1997). Collaborative Learning in Community Colleges. ERIC Digest. Connac, S. (2020). La coopération, ça s'apprend.Paris : ESF Sciences Humaines. Johnson, D. W., Johnson, R. T., Stanne, M. B., & Garibaldi, A. (1990). Impact of group processing on achievement in cooperative groups.The Journal of Social Psychology, 130(4), 507-516. [...]
[...] And then you want to go further." (End of project)." Social Belonging -Student "There we changed the signs twice, but now it works. And we found something better." (End of project, collective pride). -Collective Interaction: "We're waiting for him to come back to finish this post, otherwise it won't be fair." (Session inclusion)." -Journal Session "They chose to leave a part open so that their fellow could participate. It deeply touched me: it's the first time I see such spontaneous concern for inclusion." Annex The Cooperation Mutual Aid and Positive Interactions -Student C to Student it's just that you put left instead of right, it's not a big deal." (Session support)" -Student B to Student "Wait, maybe it's just that we put 'advance' twice. [...]
[...] (2018). Can we integrate the teaching of orthography in text production.Write and edit: How to guide students in their learning. Notes of the experts, 105-112. Blumenfeld, P. C., Soloway, E., Marx, R. W., Krajcik, J. S., Guzdial, M., & Palincsar, A. (1991). Motivating project-based learning: Sustaining the doing, supporting the learning. Educational Psychologist, 369-398. https://doi.org/10.1080/00461520.1991.9653139 Condliffe, B., Quint, J., Visher, M. G., Bangser, M. R., Drohojowska, S., Saco, L., & Nelson, E. [...]
[...] On the other hand, the application of project-based pedagogy in specific contexts - such as specialized teaching, multicultural classes or remediation devices - could allow a better understanding of its inclusive potential. Finally, a research perspective could consist in analyzing the long-term effect of such devices on student motivation and perseverance, by following their course over several months, or even years. Such studies would contribute to fueling reflection on a lasting transformation of pedagogical practices, in the service of a more equitable and more human school. References Allal, L. (2018). Classroom regulatory interventions: a conceptual organizer. Revue des sciences de l'éducation, 16-35. * https://doi.org/10.7202/1059954ar Allal, L. [...]
