KINGDOM OF MOROCCO

MINISTRYOF NATIONALEDUCATION

OFHIGHEREDUCATION

FROMTHETRAININGOFMANAGERS

AND SCIENTIFIC RESEARCH

NATIONAL DEPARTMENT OF EDUCATION

SECRETARIAT GENERAL
DIRECTION OF CURRICULA

PROGRAMAND
OFFC
IA
I LN
I STRUCTO
I NS

FORTEACHING

INFORMATICS
COMMONTRUNKS

SEPTEMBER2005
 SUMMARY
PREAMBLE

INTRODUCTION

I - NATURE AND SPECIFICITIES OF COMPUTER SCIENCE 7

1.1 EPISTEMOLOGICAL CONSIDERATIONS 7

THE SCIENTIFIC DIMENSION :7

1.1.2 - THE TECHNICAL DIMENSION:...8

1.1.3 - THE SOCIAL DIMENSION :.....9

1.2 - PSYCHOLOGICAL CONSIDERATIONS

1.3 - THE COMPUTER CURRICULUM FOR COMMON CORE

II - FINALITIES AND GENERAL OBJECTIVES OF COMPUTER SCIENCE EDUCATION 11

III - COMMON CORE PROGRAM........12

3.1 -THE SKILLS THAT COMPUTER SCIENCE AIMS TO DEVELOP IN STUDENTS

LEARNERS.......................................................................12

3.2 - PROGRAM PRESENTATION......12

IV - PROGRESSION AND ORGANIZATION OF TEACHING 16

4.1 - GENERAL PEDAGOGICAL CONSIDERATIONS 16

4.2 - SPECIFIC PEDAGOGICAL CONSIDERATIONS 17

V - METHODOLOGICAL APPROACH.......................24

5.1 ROLES AND FUNCTIONS OF THE TEACHER 24

5.2 PEDAGOGICAL DOCUMENTS:.............25

5.3 - TEACHING METHODS: .........26

VI - ACTIVITIES AND PEDAGOGICAL APPROACHES 28

6.1 -ONCE-OFF LEARNING ACTIVITIES: 28

6.2 - PROJECT IMPLEMENTATION ACTIVITIES: 28

VII - DIDACTIC AIDS...................................29

2
 7.2 - THE USE OF TEACHING MATERIALS 30

7.2.1 - THE TABLE

7.2.2 - THE SCHOOL MANUAL..............30

7.2.3 - THE PHOTOCOPIER.......................30

7.2.4 - THE OVERHEAD PROJECTOR AND ITS TRANSPARENCIES 30

7.2.5 - THE VCR AND VIDEO CASSETTES 30

7.2.6 - VCD AND DVD PLAYERS 30

7.2.7 - MICROCOMPUTERS. ......31

7.2.8 - CD-ROM (COMPACT DISK–READ ONLY MEMORY) 31

7.2.9 - THE INTERNET CONNECTION.....31

7.2.10 - REQUIRED EQUIPMENT ...............32

VIII - EVALUATION ..........................................................33

8.1 - GENERALITIES................................................33

8.1.1 - CRITERION-BASED EVALUATION 33

8.1.2 - NORMATIVE EVALUATION.33

8.1.3 - THE FORMATIVE EVALUATION..33

8.1.4 - THE SUMMATIVE EVALUATION.33

8.2 -EVALUATION OF COMMON CORE 34

8.2.1 - EVALUATION METHODS: 34

8.2.2 - EVALUATION TASKS:34

3
 Preamble

Since the beginning of the 1980s, the Ministry of National Education has undertaken a
important effort to integrate computing into the Moroccan educational system.

Several projects have succeeded each other and various measures have been taken to make of
computer science a tool at the service of learning.

The 1998/1999 school year was marked by the highlighting of the project of
computer science education in the last two years of high school and especially
for scientific disciplines.

Although the project could not come to fruition, the advent of the National Charter for
Education and Training has sought the commitment of the Ministry of National Education
to accelerate the integration process of computer science as a standalone subject,
in secondary school.

In order to contribute to the efforts to renovate the computer curriculum, the

This guide aims to be a tool that allows to:

Defining the nature and characteristics of computer science as an object

of teaching;
Specify the purposes and general objectives of education
computer science in the qualifying secondary cycle;
Clarifying the pedagogical approaches that serve as a reference for developing the
learning activities related to the subject of computer science;
Present the common trunk program as well as the progression that accompanies it.
is attached;
Suggest some methods and means to help the teacher plan,
to animate and evaluate the learners' learning.

Finally, we hope that this guide will help to converge the efforts of the different
educational actors towards the interest of the learner.

4
 INTRODUCTION

Among the major objectives set by the National Charter for Education and the
Training (C.N.E.F), which constitutes the framework document of the orientations and philosophy
educational

The establishment of structures allowing citizens to learn at all

long of their life;
The adoption (by educators and society, in general, towards learners)
of an attitude of understanding, guidance, and assistance in strengthening
progressive of their intellectual and operational approaches, of socialization
and the internalization of religious, civic, and societal norms.

The new Moroccan national school aims to become:

a lively school, knowing that an education focused primarily on

the activity of the learner is much more effective than that resulting from a
passive reception attitude;
a school open to its environment, opting for a grounded approach
on weaving close ties between the school and its social environment,
cultural and economic.

The competence-based approach in terms of curricula and school programs,

in terms of design and educational practice is one of the three dimensions
from an educational entry adopted by the commission of choices and orientations
educational. The other two dimensions consist of education in values and education
in choice and decision-making.

The adoption of this pedagogical approach clearly represents:

An acquiescence to the theory of multiple intelligences and its conception of

the modern school, which dismisses the traditional vision reducing the dimensions of
the intelligence to those, linguistic and logical-mathematical;

The choice of the socio-constructivist vision of learning taking into account the
global relations that knowledge maintains with each other and
favoring their integration and effective implementation in different
contexts;
1The national charter of education and training P.10

5
 The gradual rejection of the behavioral vision based on the fragmentation of knowledge
and the linear display of content.

At the secondary education level, our educational system aims to

development of five categories of skills: methodological skills,
strategic, cultural, technological, and communicative.

6
 I-NATUREANDSPECIFICITIESOFCOMPUTERSCIENCE

The development of a curriculum for computer science as a school subject,

requires taking into account several didactic and psychological factors:

1.1 EPISTEMOLOGICALCONSIDERATIONS
A non-reductive approach to computer science involves taking into account a
triple dimension :
the scientific dimension;
the technical dimension;
the societal dimension.

1.1.1 - THE SCIENTIFIC DIMENSION:

Like any scientific field, computer science is characterized by an object,

methods and concepts.

The subject of computer science, as a science, is the study of 'processing

automatic information: How to process information using machines?

On the other hand, computer science draws its methods from other scientific fields.
and adapts them to its own purposes.

Mathematics and exact sciences are the main fields of

reference: logical-deductive and experimental approaches. However, with the
development of Artificial Intelligence and Cognitive Sciences, computer science is
it is also necessary to use the methods of the human sciences (cognitive psychology by
example) and social sciences (analysis of a situation to be computerized).

Finally, with regard to concepts specific to computer science, we can distinguish

the fundamental concepts and the operational concepts:

7
 The fundamental concepts:

In order to be processed automatically, the information must be formalized,

modeled as a structured set of logical-mathematical relationships. The
the fundamental concept is therefore that of 'formalization and modeling of
the information" to which, among other things, all the problems of computability are related.

The second fundamental concept relates to the artifact that will perform
automatically the processing of information. We will say that this concept is that
"architecture of automatic information processing systems".

Operational concepts:

From these two fundamental concepts, other concepts have been developed.
operational duties such as:

Data structure;
Algorithm;
Programme;
Subject.

Some of these concepts are specific to computer science, others are

borrowed from related fields with, in general, a modification of their content.

Each of these concepts is associated with a whole set of notions. For example, at
program concept associates the notions of variable, assignment, structure of
control...

1.1.2 - THE TECHNICAL DIMENSION :

The scope of computer techniques continues to expand. However, thanks to

In the development of research, many human activities have been
completely or partially formalized and automated.

Thus, computer science is now at the heart of Information Technologies and

of Communication, these technologies differ from others in that they
present a triple aspect: "Universal", "Intellectual" and "Operational".

8
 The universality of these technologies is related to their transversal nature. They
gradually penetrate the entire social fabric and are usable in all
business sectors and for all functions, in factories and offices as well as in
the households.

The intellectual aspect of these technologies lies in the fact that every user
of a computer or computerized system must develop an intellectual activity; it
must call upon cognitive processes (representation, abstraction, memorization,
reasoning, decision...)

Finally, through the computer system, man has taken control of reality:
design and produce goods and services, conduct research, communicate,
to gather information, to get assistance in decision-making, etc. This possibility to modify the
The real gives computing an operational character.

1.1.3 - THE SOCIAL DIMENSION:

Throughout the seventies, it became clear that the development of

computing and the multifaceted computerization of society posed, increasingly
of acuity, a whole set of legal problems (protection of privacy and
freedoms, security of computer systems and ownership of software...), of order
economic (business productivity, industrial independence, ...), social order
(organization and working conditions, employment, qualification, training, ...), of a cultural nature
(access to knowledge, communication, creation, ...).(1)

1.2 - PSYCHOLOGICALCONSIDERATIONS

The teaching of computer science, in its scientific dimension, involves

abstract knowledge and a rigorous methodology that learners of the cycle
qualifying secondary are more predisposed to acquire. That is why the teaching of
Computer science, as a discipline, is only taught, at first, starting from
this level.

This does not exclude teaching computer science starting from the secondary college cycle in
further developing the technical and societal dimensions.

(1)
Félix Paoletti, EPI Review No. 71, September 1993.

9
 1.3 - THE COMPUTER CURRICULUM FOR THE
COMMON POOLS

Teaching computer science at all levels of qualifying secondary education must

take into account the triple dimension of this discipline.

Like for other school subjects, it is essential to establish

high school programs allowing for a gradual acquisition of concepts and notions
of the basics of computer science, a mastery of its techniques and the development of a
critical reflection by taking into account the societal dimension.

The different themes that allow for taking dimensions into account
scientific, technical, and societal aspects of computing can be grouped into four
modules entitled:

Module No. 1: Generalities on computer systems;

Module No. 2: Software;
Module No. 3: Algorithms and Programming;
Module No. 4: Networks and Internet;

10
 II - FINALITIESAND GENERALOBJECTIVES OF
THE TEACHING OF COMPUTER SCIENCE

The teaching of computer science in common core has at least three purposes:

Pedagogical, in that this teaching allows for openness to the

Sciences, facilitates the acquisition of knowledge and promotes autonomy;
2. Scientific, in the sense that this discipline is considered as a subject to
integral part, transversal by analogy to languages, mandatory and not one
optional choice;
3. Professional, as computer science has established itself as a tool
essential, regardless of future jobs.
The accelerated development of computer and telecommunications systems
and the new horizons that they open, especially through their interactions, are so many.
determinants regarding the objectives assigned to this subject.

The teaching of computer science, at the level of common branches, must allow:

The establishment of a basic computer culture;

The contribution of basic knowledge related to structure and to
operation of computer systems;
The introduction to the implementation of computer networks and their
reasoned exploitation;
The introduction to the technique of constructing computer programs.

11
 III - PROGRAMME OFCOMMON CORE

3.1 - THE SKILLS THAT COMPUTER SCIENCE AIMS AT

DEVELOPING AT LEARNERS
The teaching of computer science in common trunks aims to develop the
following skills:

Use the features of an operating system to manage (install,

search, delete, copy, move, organize, rename, ...
digital documents (files and folders);

Leverage the features of a text editor to produce a formatted document.

form, containing tables and possibly graphic objects;

Use the features of a spreadsheet to create a worksheet;

Graphically represent data from a simple statistical distribution;

Make use of the main Internet services to access information and

to communicate synchronously and asynchronously;

Identify the different components (hardware and software) of a network

computer science

Adopt an algorithmic approach to solve a given problem;

Transcribe an algorithm into a high-level programming language.

3.2 - PROGRAM PRESENTATION

Unlike the traditional organization, the computer science program at
common trunks are divided into educational modules allowing learners:

To develop an understanding of concepts specific to computer science;

To acquire essential skills and knowledge;

To develop specific soft skills;

To learn to undertake relevant and responsible actions.

The educational modules selected for the computer science program at the trunk level
common are:

12
 Module No. 1: General Information on Computer Systems;
Module No. 2: Software;
Module No. 3: Algorithmics and Programming;
Module No. 4: Networks and Internet;
The following table expresses the depth of understanding of concepts and knowledge.
make associated with each of the four modules.

Degree Descriptor
of deepening
1 Initiation
2 Appropriation
3 Mastery

. Module No. 1: General Information on Computer Systems;

Core curriculum
2
Content Schedule L O3 S4 T5
Definitions and basic vocabulary 2
Definition of information 2 2 2 2
Definition of the treatment 2 2 2 2
Definition of computer science 2 2 2 2
Definition of the computer system 2 2 2 2
Basic structure of a computer 4
Functional diagram of a computer 2 2 3 3
Devices 2 2 3 3
Central Processing Unit 2 2 3 3
The types of software 1
The basic software 2 2 2 2
Application software 2 2 2 2
Areas of application 1 2 2 2 2

2 Letters and Arts.

3Original.

4Sciences.

5Technologies.

13
 . Module N°2: The software;

Common trunk
Contents Schedule L O S T
Operating system 6
Basic features of a system
2 2 2 2
of exploitation
System environment of exploitation 2 2 2 2
File/Folder Management 2 2 2 2
Word processing 10
Features of a text editor 3 3 3 3
The work environment 3 3 3 3
Drafting a document:
Input;
Formatting;
3 3 3 3
Insertion of objects;
Layout;
Impression.
Spreadsheet 6
Features of a spreadsheet 2 2 3 3
The work environment 2 2 3 3
Development of a table:
Formulas;
2 2 3 3
Addressing;
Functions.
Graphs 2 2 3 3

14
 . Module No. 3: Algorithms and Programming;

Common trunk
Content Schedule L O S T
Notion of algorithm 4
Constant 2 2 2 2
Variable 2 2 2 2
Type 2 2 2 2
Basic instructions
Lecture 2 2 2 2
Writing 2 2 2 2
Affection 2 2 2 2
Basic control structures 6
Sequential 2 2 2 2
Selective 2 2 2 2
Programming languages 6
Concept of program 1 1 2 2
Programming languages 1 1 2 2
Algorithm transcription 1 1 2 2

. Module No. 4: Networks and Internet;

Core curriculum
Content Schedule L O S T
Concept of computer network 4
Concept of computer network 1 1 2 2
Network typology 1 1 2 2
Advantages of a network 2 2 2 2
Internet Network 10
Definition 2 2 2 2
Connection 2 2 2 2
Services (Web, email, educational chat); 2 2 2 2
Advantages of the Internet 2 2 2 2

Note: It should be noted that the above-mentioned schedule may be subject to changes.
depending on the specific situations of each class (learners' prerequisites, equipment, ...).
However, the overall envelope of each module must be respected.

15
 IV-PROGRESSIONANDORGANIZATIONOF
The teaching

The computer program regarding the common trunks spans over a

annual time envelope of 68 hours, of which 8 are reserved for evaluation.

Teachers are called to manage it optimally.

4.1 - GENERALPEDAGOGICALCONSIDERATIONS

Given that the program is intended for the various common core subjects offered
from qualifying secondary education (Sciences, Letters and Arts, Technology and
Original), it must be approached in the same way.

Approaching the program in the same way does not exclude taking into account the
specificity of each common core, in order to design and implement scenarios and
adequate pedagogical situations.

On the other hand, in addition to the development of skills that are specific to him,
the computer science curriculum should contribute:

. On the development of transversal skills;

. To enrich the technical vocabulary, hence the necessity to use a
simple, correct, and well-presented French in terms of its teaching.

In order to streamline the available resources (educational structure of

the establishment and its infrastructure: computer rooms equipped)
educational institutions:
. The activities with a theoretical focus can be taught in the rooms of
regular classes;
. The following linear pathways can also be adopted:
Common scientific and/or technological core:

Module Module Module Module

Common core letters and/or original ones:

Module Module Module Module

16
 4.2 - SPECIFIC PEDAGOGICAL CONSIDERATIONS
In this section, we present for each module, the skills and the
targeted skills, the associated know-how, as well as the educational orientations to
take into consideration.

Module 1: Generalities on Computer Systems

Skills and Associated knowledge

targeted skills
Terminology: information
computer science, processing, computer
The learner must be able
computer system
Basic structure of a computer:
Make a connection in -Functional scheme of a
fast and efficient
computer
of a computer; Devices;
Distinguish the different Central unit of
components of a system
treatment.
computer science.
Software:
Mastering the concepts of Basic software;
technology base Application software.
computer science
Domains of application of
computer science.

Teaching orientations:

The definitions of the different concepts must be simple,

correct and concise;

Support the various definitions with examples;

The touted definition must be built from activities carried out by

the learners, guided and supported by the teacher;

The exploration of the structure of a computer must be done in

addressing the functional aspect;

It is advisable to avoid overly theoretical and overly

techniques

17
 It is advisable to rely on any useful teaching aid.

(diagrams, images, revoked components, presentations on CD, on some

websites...

It is useful to devote a part of the time (15 to 30 minutes) to a

presentation on the history of computer science;

Regarding the fields of application of computer science, it is

It is wise to proceed with presentations, research, and tables.

animated rounds by the learners.

18
 Module 2: Software
Targeted skills and abilities Associated knowledge

définitions et exemples ;
The learner must be able to: graphical environment;
to manage rationally one's file concepts and
computer using the files;
basic features of a file and management of
operating system files;
to exploit effectively a device management
processing software drafting a document
texts;(*) input
to exploit effectively a formatting of
(*)
spreadsheet. characters;
formatting of
paragraphs ;
-layout and
impression;
insertion of objects.
Use of a sheet of
(*)
The texts and the examples calculation;
must be drawn from situations Notion of addresses;
real and lived. Formulas;
-Graphical functions.

Pedagogical orientations:

It is essential to invest in the learners' prerequisites in module 1.

(types of software)

The activities of this module are structured around the available software.

(types and versions) ;

The exploration of the graphical environment of each software must be done

gradually according to needs and may extend over the duration of the module;

It is useful to use available presentation and illustration tools.

(video projector, data show, network, CD, ...);

19
 The documents used as support for practical work must be

short, objectives and generating personal interest in the learner;

Activities around the different software must be problematized.

It should be noted that directive workshops should be avoided;

The work should not be focused on the software itself, but the approach will be

focused on its use, while showing its main possibilities;

The teacher must ensure that each learner benefits from time

manipulation

The teacher is called to encourage demonstrations and

practical activities on the machine. Indeed, "a demonstration is worth

better than a long explanation

The teacher must ensure the proper formation of groups.

of learners, in order to facilitate learning through peers and

collaborative learning

It is useful to adopt a project-based pedagogy that helps the learner to

self-documenting, self-training, and self-evaluating.

20
 Module 3: Algorithms and Programming
Skills and Associated knowledge
targeted skills
constants, variables and types;
basic instructions (reading, writing,

basic control structure;

. sequential
-algebraic operators;
representation of
sequential algorithms.
The learner must be able to . selective;
to adopt the approach -rational operators and
algorithmic to face logics;
to problem situations. simple selective structure
nested multiple choice;
representation of the
selective algorithms.
programming languages ;
. notion of program (definition,
examples);
. programming languages;
. transcription of algorithms.
notions of algorithms;

Educational orientations:

algorithmic activities should be drawn from experience

learners;

the emphasis should be placed, more, on the algorithmic approach than

on the solution of the problem;

the teacher must ensure that learners choose

significant identifiers for the objects used in

simple algorithms;

21
 the teacher must ensure the proper writing of algorithms by the

learners in order to facilitate their reading, their execution, their

maintenance (indentation, style, …);

it is preferable to choose a structured programming language

and close to algorithmic thinking;

to optimize the 'machine time', learners must be

invited to prepare extracurricular programs;

The concepts of loops will be covered in the higher levels.

22
 Networks and Internet
Skills and targeted abilities Associated knowledge

notions of computer network

(definition, protocols, addresses);
Network typology;
LAN, MAN, WAN;
By bus, in a loop, in
The learner must be able to star
to develop construction Advantages and disadvantages of a
of its knowledge in network
relevantly exploiting the presentation
main Internet services. connection
services (Web, Email, chat
educational)
Advantages and disadvantages
of the Internet;
Ethical aspect.

Educational orientations:

The introduction of the notion of network must be initiated from

contexts drawn from daily life;

The introduction of network typology must be based on

schemes;

Learners must be sufficiently familiar with the tool.

information technology as an effective means of consultation and

remote transmission of information

The use of the Internet must be subject to ethical respect and

of social, religious, and civic values;

Place greater importance on the educational dimension of

Information and Communication Technologies 'ICT', by linking them

to the personal needs and interests of learners and to the contexts

real.

23
 V-METHODOLOGICALAPPROACH

5.1 ROLES AND FUNCTIONS OF THE TEACHER

Developing learners' skills improves the quality of

teaching/learning, One must still have the required skills to
to successfully accomplish this noble task. The essential functions that are incumbent upon
the teacher during the design, implementation and evaluation of a lesson sequence
teaching learning are:

Establish the disciplinary and transversal skills to be developed,

and the steps to be taken to achieve them, as well as
the contents that must be consistent with the programs
school-related, starting from the prerequisites and the needs of its
learners;

Anticipate the educational scenario specific to each sequence, and in

in particular the alternation of different learning situations
(individual, in workshops, collective, practical work...) in
using, appropriately, the different media, tools and
techniques, and by adopting the teaching methods that
suits different learning situations;

Present to the learners, in clear and precise language, the objective.

and the contents of the sequence, the expected working modalities
of them and the way the results will be evaluated;

Create the most favorable teaching/learning conditions

favorable;

Being attentive and responding to the needs of each learner and

each group;

Elicit and take into account observations, desires, and expectations

learners;

Provide the necessary help and support to each learner;

Encourage creativity and develop work autonomy;

24
 Promote cooperative teaching and learning through
pairs;

Develop in learners a sense of responsibility and the

self-confidence

Adapting to unexpected situations;

Ensure good time management;

Be aware that your behavior serves as an example and a

reference for the learner;

Design and implement suitable evaluation methods

to the objectives of the sequence;

Analyze the obstacles encountered in the course of the

sequence and any discrepancies between the expected results and
those obtained, to be taken into account in the current sequence,
next and/or, possibly, in a catch-up sequence
or support;

Being aware of the relativity of knowledge and bringing them closer together.
learners of this reality;

Promote intellectual rigor and critical thinking.

5.2 PEDAGOGICALDOCUMENTS:

Teaching materials are tools for planning action.

of teaching/learning, to optimize its implementation and to better manage time.
Let's mention, in particular:

The preparation sheets: The preparation sheets are documents

synthetic summaries that recap the essential information related to the module,
individually, in sequence or in session. These are worksheets that
are developed during the selection of an activity theme.

The workbook: is an educational document that reflects the

different activities of each work session, it briefly presents the
content of the lessons taught, the exercises, the statements of tasks
evaluation and various remarks. The teacher must ensure that his
textbook:

25
 up to date

well maintained;

available and accessible to all interested parties, the teacher must

leave at the disposal of the administration.

The report card is an educational document that allows tracking

the evolution of learners' results.

TEACHING METHODS:

It is agreed to consider the competency-based approach as an entry point.

foundation to computer science education in vocational secondary.

This approach leads the teacher to adopt various teaching methods.

active, efficient, learner-centered learning, promoting their self-
learning and integrating its social dimension.
A pedagogical method describes the teaching method adopted by a teacher.
to promote learning and develop the targeted skills and abilities.
Certainly, there is no unique, magical method that works for everyone. Moreover,
less than one can claim that it would exist for everyone.

Among the teaching methods, the ones most suitable for teaching
In computing, we can distinguish:

The problem-solving method: the use of the

problem solving is the cornerstone of teaching and
Learning facilitates acquisition, integration, and transfer.
knowledge (Tardif, 1992). The teacher will intervene to help
the learner to recognize and define the nature of the problem, then to
decide which processes will be necessary to resolve it; it must
encourage the learner to understand what they are doing and to become active. It
It is about stimulating the metacognitive activities of the learner, that is to say
to make him reflect on his own learning process
and to become more involved in this process. The resolution of
problems should allow:

to develop the autonomy of the learner in the

search for solutions to learning problems;

26
 To transfer the strategies and knowledge acquired
at school in other areas of everyday life.

The project method6is an activity that has shown its interest

for the motivation of learners and learning around the
problem solving. The group project is an ideal support for
the development of several skills such as:

Learning by using a project as a driver

the acquisition of new skills;

Understanding the contribution and the articulation of different

disciplines integrating into an educational system;

Working effectively in a group;

Reflectively analyze one's work;

Search and use independently

information from experts and appropriate media (e.g.
CDI, Web, multimedia;

Synthesize and communicate work results.

Group work: A group learning situation

is a situation in which people communicate,
organize and share by using forms of interaction
susceptible of leading to learning mechanisms. It is about
thus from 'conditions and circumstances' particular from a point of view
social. The possibility of a sociocognitive conflict arising between the
group members, impossible in a learning situation
experienced individually, is an important driver in the processes of
7
deconstruction - reconstruction of representations.The design
by a teacher in a learning situation, whether it is
individual or collective, goes through writing a problem statement in
a disciplinary context and a goal to be achieved for the learners.

6(PFI Conference - Brest 2001 and 2003)

7Review sticef.org

27
 VI-ACTIVITIESANDPEDAGOGICALAPPROACHES

The learning activities that can be envisaged in the common core

can be classified into two categories:

6.1 - THE SPOT LEARNING ACTIVITIES:

In such learning situations, students are faced with

situations - problems that allow them:

To acquire the basic concepts and knowledge specific to computer science;

Develop the skills associated with the use and operation of a system
computer science
Develop the interpersonal skills related to individual or group creative work;
Develop the required methods in the context of using a system
computer science
To systematize learning;

Structuring the acquired knowledge.

6.2 - PROJECT IMPLEMENTATION ACTIVITIES:

In such situations, students face challenges in order to use

the software tools as well as the project approach to create products or solutions.

The work can be carried out either:

Individually (to stimulate self-confidence, creativity, and

the autonomy)

In groups (to develop in the student the spirit of cooperation, communication

and respect for others).
It should be noted that project execution activities aim to integrate progress.
scientific and technological and to anticipate the demands of society, at least, to
short and medium term.

28
 VII-TEACHINGAIDS

The term didactic aid refers to instruments, selected or

developed by the teacher to serve as facilitators at different times
didactic activities. Through a wide variety of materials, ranging from
printed documents to tutorials, through various types of audiovisual,
the design and use of these instruments serves a threefold purpose:

Encourage students' activity and personal reflection (we can talk

of interactive instruments) which fully corresponds to the notion of assistance: assistance to
the appropriation of knowledge and know-how;

Make possible an independent work allowing them to evolve at their own pace
differentiated;

Familiarize students with more or less specialized communication tools

in the scientific field. (2)

7.1 - THE CATEGORIES OF DIDACTIC MATERIAL

The classic teaching material

 The painting
 The textbooks
 The photocopier

Audiovisual teaching material

 The overhead projector and the transparencies
 The slide projector (endangered) with television
 The VCD and DVD player with television

Teaching materials utilizing ICT

 The micro-computers (multimedia) with a printer
 CD-ROM (compact disc)
 The internal connection
 The video projector
 The media library (various software on floppy disks or CD-ROM)
 The acquisition equipment

(2)J. Astolfi et al., Keywords in Science Didactics, De Boech University, 1997, p. 15

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 7.2 - THE UTILIZATION OF TEACHING MATERIAL

7.2.1 - THE TABLE

It is one of the most widely used tools as long as its presentation is well managed. It has a
triple function: an information function (Theme of the sequence, steps.), a function
teacher/learner interaction (Explanation of learners' responses, attempts,
calculations, drafts..) and a memorization function (Permanent messages, summaries,
resumes, keywords, formulas, rules.

7.2.2 - THE SCHOOL MANUAL

It is a tool of great importance. It is a reference for the teacher.
and for the student. In principle, it contains activities that allow, with the help of the teacher,
the acquisition of knowledge and the development of skills.

7.2.3 - THE PHOTOCOPIER

It can be considered as educational material insofar as it allows
to avoid the tedious task of copying content and thus a significant time saving

7.2.4 - THE OVERHEAD PROJECTOR AND ITS TRANSPARENCIES

Device for projecting, without darkening the room, written texts or

printed on a transparent medium.

It is very useful in presentations, unlike the whiteboard, it allows for better

readability prevents the teacher from copying the lesson on the board and thus allows him to
spend more time on explanations and discussions. Furthermore, it allows,
possibly, the feedback on certain passages.

7.2.5 - THE VIDEO RECORDER AND VIDEO CASSETTES

Device for recording and playback of images and sound on a tape
magnetic.

Documentary films are very useful in education across different subjects.

In our case, for example, we can exploit a film on the history of computing.
the areas of computer use in the operation of computers etc.…

7.2.6 - VCD AND DVD PLAYERS

Device for reading and possibly recording images and sound on CD
(Compact Disc) or DVD (Digital Disc).

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 These devices are increasingly replacing VCRs and are easier to
exploiter.

7.2.7 - MICROCOMPUTERS.
Central material in training in computer science and by computer science. One can
distinguish uses in three main areas

the learning of computer science as a science and/or technique

in the fields specific to computer science;
the learning and use of software used in various
professions
the learning of different subjects, in general and of
computer science in particular through tutorials.
Unlike audio-visual material, it allows for communication in a way
natural with the learner who can intervene in the program's progress and even in it
adding new data and new instructions, it's the interactive mode in
pedagogy.

7.2.8 - CD-ROM (COMPACT DISK–REED ONLY MEMORY)

Circular plaque, containing an audio or visual recording:

Compact audio disc and compact video disc.

It is a medium that allows for storing a considerable amount of information.

textual, sound, fixed or animated visuals.

We can mention multimedia encyclopedias, multimedia dictionaries,

tutorials etc. which constitute an important resource of easily accessible information
and directly allowing the learner to develop autonomy during
learning.

7.2.9 - THE INTERNET CONNECTION

A room connected to the Internet network allows access to various services.
(email or e-mail, web, chat or messaging, etc.)

It is also an electronic documentary resource considered as support.

essential to learning and research.

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 7.2.10 - REQUIRED EQUIPMENT
Access to the following equipment is considered essential for teaching.
computer science

One personal computer for every 2 students during practical work;

• The appropriate software (a graphical operating system, a text editor, a spreadsheet,
an integrated development environment designed for Pascal)
A local network;
A printer;
Internet connection;
• Various other devices and equipment (for example a scanner, a reader of
CD-ROM).

Note: These teaching aids have no pedagogical value in themselves, if they do not help
to better convey the message, they disturb it. Therefore, they must be used with rigor and
precaution.

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 VIII - EVALUATION

8.1 - GENERALITIES8
The assessment of students' academic achievements plays an important role in the process.
learning. It allows us to see if the objectives are adequately met and
help to make the various necessary adjustments.
There are four main types of educational assessment:
Regarding the functions: formative or summative;
Regarding the type of interpretation: criterion-based or normative;
Regarding the content of the object: specific or global;
Relatively to time or duration: punctual or continuous.

8.1.1 - CRITERION-BASED OR CRITERIAL ASSESSMENT

It is an assessment mode where the subject's performance in the completion of a
a specific task is judged against a threshold or a success criterion, determined
in the formulation of the explicitly targeted objective(s), independently of the
performance of any other subject.

8.1.2 -NORMATIVE EVALUATION

It is an evaluation method where the performance of a subject is compared, in terms of
centile range or stamina, to that of other people in a reference group according to
the same instrument.

8.1.3 - FORMATIVE ASSESSMENT

It is a diagnostic function assessment mode, where assessments are carried out in
learning costs based on both criterion-referenced and normative interpretations,
inform the agent and the subject regarding the objectives achieved or not achieved by the latter in view
to ensure the necessary support, to identify, if necessary, its difficulties and to
provide useful assistance if necessary.

8.1.4 -THE SUMMATIVE EVALUATION

It is a mode of evaluation based on both criterion-referenced interpretations,
sometimes normative, carried out at the end of a determined period of the subject's education
(course, program or part of study program, year, cycle, etc.) and providing the

8Renald Legendre et al., Current Dictionary of Education, Larousse Edition, Paris-Montreal, 1988, pp. 254–263.

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information that allows to assess the state of the subject's progress or even to decide
upon promotion to the next grade, upon the completion of studies, upon the recognition of achievements
experiential (equivalences), to the student's orientation or to their graduation.

8.2 - EVALUATION IN COMMON CORE

Given the specific nature of the assessment system for students in the core classes.
common that is normative and centered on continuous assessment. The assessment of skills
The educational background of learners in computer science should focus on the following aspects:

The involvement of students in collaborative work;

The mobilization of their skills in real situations;
The reasoned and autonomous use of computer equipment;
The reasoned and autonomous use of software tools to create a solution or a
product.

8.2.1 - EVALUATION METHODS:

Formative assessment
It will take place:
During the course of the educational sequence in order to set up the device
necessary to remedy the errors that may occur during the new ones
learnings;
Before moving on to project achievements in order to upgrade the
students' achievements.
The summative assessment
It will take place at the end of a teaching module to validate the skills and
certify the learning.

8.2.2 - EVALUATION TASKS:

Written tests;
Practical tests;
Completion of a mini project, which must adhere to the schedule and the approach.
and the responsibility of each member of the group.
Note: when evaluating a student's learning or overall development,
We pass judgments about a human being. On one hand, this person has the right
inalienable that these judgments be as conforming as possible to reality;
On the other hand, the evaluator must be aware of the limits of their means and of
difficulties in truly knowing humans. The evaluation process must therefore be as
rigorous possible out of respect for the person.

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