Digital Resource Library – Page 10 – Skills for Success Practitioner Tools & Resources

Vous cherchez du matériel d’enseignement et d’apprentissage de qualité?

Vous êtes au bon endroit! La bibliothèque de ressources numériques rassemble une collection soigneusement organisée de ressources disponibles en ligne s’inspirant des recommandations des membres de la communauté Compétences pour réussir. Explorez l’univers des mots clés du cadre du programme Compétences pour réussir et mettez en lumière le lien qui les unit à des articles pertinents et à des ressources du programme pour faire évoluer votre pratique.

Vous avez des liens ou des articles pertinents à proposer? Aidez-nous à enrichir notre collection en envoyant un courriel à esprof@skillplan.ca.

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Recherche sur l’enseignement de la créativité

Créativité et innovation, RechercheSFS-3.4

Les compétences liées à la créativité contribuent à augmenter la capacité des participants à imaginer, développer, exprimer et mettre en pratique des idées et à en apporter de nouvelles de manière innovatrice ou inattendue ou qui remet en question les méthodes et les normes existantes.

Les liens suivants comprennent des données de recherche et des données probantes qui viennent soutenir le principe de l’enseignement de compétences liées à la créativité.

Ressources en français

OCDE. 2020. Développer la créativité et l’esprit critique des élèves : Des actions concrètes pour l’école. https://read.oecd-ilibrary.org/education/developper-la-creativite-et-l-esprit-critique-des-eleves_8ec65f18-fr – page1
SRSA 2021. Rapport de recherche en appui au lancement de « Compétences pour réussir » : Structure, données probantes et recommandations. Rapport final. https://www.srdc.org/media/553149/sfs-srdc-final-report-fr.pdf

Ressources en anglais

Bull, K. S., Montgomery, D., & Baloche, L. (1995). RESEARCH NOTE Teaching Creativity at the College Level: A Synthesis of Curricular Components Perceived as Important by Instructors. Creativity Research Journal, 8(1), 83-89. https://doi.org/10.1207/s15326934crj0801_7 (login required).
Byrge, C., & Tang, C. (2015). Embodied creativity training: Effects on creative self-efficacy and creative production. Thinking Skills and Creativity, 16, 51-61. https://doi.org/10.1016/j.tsc.2015.01.002 (login required).
Chen, B.-B. (2017). The Creative Self-Concept as a Mediator Between Openness to Experience and Creative Behaviour. Creativity. Theories – Research – Applications, 3(2), 408-417. https://doi.org/10.1515/ctra-2016-0024 (login required).
Epstein, R., & Phan, V. (2012). Which Competencies Are Most Important for Creative Expression? Creativity Research Journal, 24(4), 278-282. https://doi.org/10.1080/10400419.2012.726579 (login required).
Epstein, R., Schmidt, S. M., & Warfel, R. (2008). Measuring and training creativity competencies: Validation of a new test. Creativity Research Journal, 20(1), 7-12. https://doi.org/10.1080/10400410701839876 (login required).
Hennessey, B. A., & Amabile, T. (1987). Creativity and learning. NEA Professional Library, National Education Association.
Janiszewska-Szczepanik, A. (2020). What do You Really Teach When You Teach Creativity to Adults. Creativity, 7(1), 73-91. https://doi.org/10.2478/ctra-2020-0005 (login required).
Karwowski, M., & Soszynski, M. (2008). How to develop creative imagination? Thinking Skills and Creativity. https://doi.org/10.1016/j.tsc.2008.07.001 (login required).
Ma, H. H. (2006). A synthetic analysis of the effectiveness of single components and packages in creativity training programs. Creativity Research Journal. https://doi.org/10.1207/s15326934crj1804_3 (login required).
Mumford, M. D., Mobley, M. I., Reiter-Palmon, R., Uhlman, C. E., & Doares, L. M. (1991). Process Analytic Models of Creative Capacities. Creativity Research Journal, 4(2), 91-122. https://doi.org/10.1080/10400419109534380 (login required).
OECD (2019). Fostering Students’ Creativity and Critical Thinking: What it means in school. Accessed from: https://read.oecd-ilibrary.org/education/fostering-students-creativity-and-critical-thinking_62212c37-en#page25
Parnes, S. J., & Meadow, A. (1969). EFFECTS OF “BRAINSTORMING” INSTRUCTIONS ON CREATIVE PROBLEM SOLVING BY TRAINED AND UNTRAINED SUBJECTS 1. In JOURNAL OP EDUCATIONAL PSYCHOLOGY (Vol. 80, Issue 4).
Puccio, G. J., Firestien, R. L., Coyle, C., & Masucci, C. (2006). A Review of the Effectiveness of CPS Training: A Focus on Workplace Issues. Creativity and Innovation Management, 15(1), 19-33. https://doi.org/10.1111/j.1467-8691.2006.00366.x (login required).
Rose, L. H., & Lin, H. (1984). A Meta-Analvsis of Long-Term Creativi tv Training Programs. The Journal of Creative Behavior, 18(1), 11-22.
Scott, G., Leritz, L. E., & Mumford, M. D. (2004). The Effectiveness of Creativity Training: A Quantitative Review.
Silvia, P. J., Wigert, B., Reiter-Palmon, R., & Kaufman, J. C. (2012). Assessing creativity with self-report scales: A review and empirical evaluation. Psychology of Aesthetics, Creativity, and the Arts, 6(1), 19-34. https://doi.org/10.1037/a0024071 (login required).
SRDC, 2021, To support the launch of Skills for Success: Draft Final Report.
Sternberg, R. J. (2016). Teaching for Creativity. In Nurturing Creativity in the Classroom (pp. 355-380). Cambridge University Press. https://doi.org/10.1017/9781316212899.020 (login required)
Torrance, E. P. (1963). Creativity. What Research Says to the Teacher. National Education Association.
TORRANCE, E. P. (1972). Can We Teach Children To Think Creatively? The Journal of Creative Behavior, 6(2), 114-143. https://doi.org/10.1002/j.2162-6057.1972.tb00923.x (login required).
Tsai, K. C. (2013). A Review of the Effectiveness of Creative Training on Adult Learners. Journal of Social Science Studies, 1(1), 17. https://doi.org/10.5296/jsss.v1i1.4329 (login required).
Tsai, K. C. (2012). The Value of Teaching Creativity in Adult Education. International Journal of Higher Education, 1(2). https://doi.org/10.5430/ijhe.v1n2p84 (login required).
Tsai, K. C. (2012). The Necessity of Creativity Development in Adult Learners for Lifelong Learning. International Journal of Learning and Development, 2(4), 170. https://doi.org/10.5296/ijld.v2i4.2114 (login required).
Valgeirsdottir, D., & Onarheim, B. (2017). Studying creativity training programs: A methodological analysis. Creativity and Innovation Management, 26(4), 430-439. https://doi.org/10.1111/caim.12245 (login required).
Vally, Z., Salloum, L., AlQedra, D., El Shazly, S., Albloshi, M., Alsheraifi, S., & Alkaabi, A. (2019). Examining the effects of creativity training on creative production, creative self-efficacy, and neuro-executive functioning. Thinking Skills and Creativity, 31, 70-78. https://doi.org/10.1016/j.tsc.2018.11.003 (login required).
Williams, F. E. (1968). Teacher Competency in Creativity. In Source: The Elementary School Journal (Vol. 68, Issue 4).

Recherche sur l’enseignement de la lecture

Lecture, RechercheSFS-3.1

Les compétences en lecture permettent aux participants de trouver et de comprendre de l’information au moyen de mots, de symboles et d’images, et d’utiliser l’information présentée pour lire des éléments tels des courriels, des rapports, des articles d’actualité, des blogues et des instructions.

Les liens suivants comprennent des données de recherche et des données probantes qui viennent soutenir le principe de l’enseignement de compétences liées à la lecture.

Ressources en français

SRSA. 2014. Rapport sommaire. UPSKILL : Un test crédible de la formation en littératie et compétences essentielles en milieu de travail. https://www.srdc.org/media/199771/upskill-final-results-es-fr.pdf
SRSA. 2018. Examen exhaustif et élaboration d’options de mesure pour les initiatives portant sur les compétences essentielles : Phase 1 – Inventaire des mesures. https://www.srdc.org/media/553021/oles-measurement-phase-1-report_fr.pdf

Ressources en anglais

Bell & Dolainski. (2012). What is evidence-based reading instruction and how do you know it when you see it? https://lincs.ed.gov/publications/pdf/EDVAE09C0042EBRILAUSD.pdf.
Chapman & McHardy. (2019). Adult literacy teachers’ perspectives on reading difficulties and the origins of these perspectives. Adult Literacy Education, (1), 6-18. https://www.proliteracy.org/Portals/0/pdf/Research/ALE%20Journal/ALE_ResearchJournal-v001_01-2019-06_McHardyChapman.pdf?ver=2019-03-27-140056-217.
Center for Adult English Language Acquisition (CAELA). (2012). How should adult ESL reading instruction differ from ABE reading instruction? https://www.cal.org/caela/esl_resources/briefs/readingdif.pdf.
Curtis & Kruidenier. (2005). Teaching Adults to Read: A Summary of Scientifically Based Principles. Washington, DC: National Institute for Literacy https://lincs.ed.gov/publications/pdf/teach_adults.pdf.
Darling-Hammond, Hyler, & Garner. (2017). Effective teacher professional development. https://learningpolicyinstitute.org/product/teacher-prof-dev.
Kruidenier. (2002). Research-based Principals for Adult Basic Education Reading . Washington, DC: National Institute for Literacy. https://lincs.ed.gov/publications/pdf/adult_ed_02.pdf.
Kruidenier, MacArthur, & Wrigley. (2010). Adult Education Literacy Instruction: A Review of the Research. Washington, DC: National Institute for Literacy. https://fileseric.ed.gov/fulltext/ED521229.pdf.
Institute of Education Sciences. (2020). Self-study guide for evidence-based practices in adult literacy education. https://ies.ed.gov/ncee/edlabs/regions/southeast/pdf/REL_2020025.pdf.
Lane, & Murray. (2018). Literacy lost: Canada’s basic skills shortfall. https://cwf.ca/wp-content/uploads/2018/12/2018-12-CWF_LiteracyLost_Report_WEB-1.pdf.
McShane. (2005). Applying Research in Reading Instruction for Adults: First Steps for Teachers. Washington, DC: National Institute for Literacy. https://lincs.ed.gov/publications/pdf/applyingresearch.pdf.
National Research Council. (2012a). Improving Adult Literacy Instruction: Options for Practice and Research. Washington, DC: The National Academies Press. https://doi.org/10.17226/13242. (login required).
National Research Council. (2012b). Improving Adult Literacy Instruction: Supporting Learning and Motivation. Washington, DC: The National Academies Press. https://doi.org/10.17226/13469. (login required).
National Research Council. (2012c). Improving Adult Literacy Instruction: Developing Reading and Writing. Washington, DC: The National Academies Press. https://doi.org/10.17226/13468. (login required).
NRC. (2012a). Improving Adult Literacy Instruction: Options for Practice and Research. https://doi.org/10.17226/13469 (login required).
NRC. (2012b). Improving Adult Literacy Instruction: Supporting Learning and Motivation. https://doi.org/10.17226/13469 (login required).
NRC. (2012c). Improving Adult Literacy Instruction: Developing Reading and Writing. https://doi.org/10.17226/13468 (login required).
Perin. (2019). (Ed.) The Wiley Handbook of Adult Literacy. https://www.wiley.com/en-ca/The+Wiley+Handbook+of+Adult+Literacy-p-9781119261377.(login required).
Schwarzer. (2009). Best practices for teaching the whole adult ESL learner. https://www.researchgate.net/publication/227837518_Best_practices_for_teaching_the_whole_adult_ESL_learner. (login required).
SRDC. (2014). UPSKILL: A Credible Test of Workplace Literacy and Essential Skills Training. https://www.srdc.org/media/199770/upskill-final-results-es-en.pdf.
SRDC. (2018). A Comprehensive Review and Development of Measurement Options for Essential Skills Initiatives. https://www.srdc.org/media/553000/oles-measurement-phase-1-report.pdf.

Recherche sur l’enseignement de la numératie

Numératie, RechercheSFS-3.2

Les compétences en calcul permettent aux participants de trouver, au moyen de mots, de chiffres, de symboles et de graphiques, de l’information de valeur mathématique, de comprendre cette information, de l’utiliser et de communiquer l’information présentée.

Les liens suivants comprennent des données de recherche et des données probantes qui viennent soutenir le principe de l’enseignement de compétences en calcul.

Ressource en français

SRSA. 2021. Rapport de recherche en appui au lancement de « Compétences pour réussir » : Structure, données probantes et recommandations. Rapport final. https://www.srdc.org/media/553149/sfs-srdc-final-report-fr.pdf

Ressources en anglais

American Institute for Research (2014). Math Works! Guide. Teaching Excellence in Adult Literacy. https://lincs.ed.gov/sites/default/files/Teal_Math_Works_Guide_508.pdf
Coben, D. et al. (2003). Adult numeracy: review of research and related literature. National Research and Development Centre for Adult Literacy and Numeracy. https://dera.ioe.ac.uk/22487/1/doc_2802.pdf
Dingwall, John (2000). Improving Numeracy in Canada, for the National Literacy Secretariate. https://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.854.5090&rep=rep1&type=pdf
Ginsburg, Lynda and Myrna Manly, Mary Jane Schmitt (2006). Components of Numeracy. NCSALL Occasional Paper. National Centre for the Study of Adult Learning and Literacy. http://www.ncsall.net/fileadmin/resources/research/op_numeracy.pdf
Ginsburg, Lynda and Myrna Manly, Mary Jane Schmitt, Kathy Chernus, Donna Fowler and Diane Gardner (2011). Building on Foundations for Success Guidelines for Improving Adult Mathematics Instruction. Adult Numeracy Instruction Project. Prepared by MPR Associates Inc. for the U.S. Department of Education Office of Vocational and Adult Education. https://lincs.ed.gov/publications/pdf/AdultNumeracyReportFinal2011.pdf
Iddo, Gal and Anke Grotluschen, Dave Tout and Gabriele Kaiser (2020), Numeracy, adult education, and vulnerable adults: a critical view of a neglected field. https://link.springer.com/content/pdf/10.1007/s11858-020-01155-9.pdf
SRDC. (2021). Research Report to Support the Launch of Skills for Success: Structure, Evidence and Recommendations. https://www.srdc.org/media/553148/sfs-srdc-final-report-en.pdf

Recherche sur l’enseignement de la résolution de problème

Résolution de problèmes, RechercheSFS-3.6

Les compétences en résolution de problèmes aident les participants à identifier et analyser des éléments, à proposer des solutions et à prendre des décisions. Le processus de résolution de problèmes aide à trouver des solutions à des problèmes, à mesurer les succès et à apprendre de leur expérience.

Les liens suivants comprennent des données de recherche et des données probantes qui viennent soutenir le principe de l’enseignement de compétences liées à la résolution de problème.

Ressources en français

OCDE. 2019. Temps consacré par les adultes à l’évaluation PIAAC et importance de cette donnée. https://read.oecd-ilibrary.org/education/temps-consacre-par-les-adultes-a-l-evaluation-piaac-et-importance-de-cette-donnee_4fdeb19b-fr#page1
OCDE. 2018. Résultat du PISA 2015 (Volume V) : Résolution collaborative de problèmes. https://read.oecd-ilibrary.org/education/resultats-du-pisa-2015-volume-v_9789264305199-fr#page1
SRSA. 2021. Rapport de recherche en appui au lancement de « Compétences pour réussir » : Structure, données probantes et recommandations. Rapport final. https://www.srdc.org/media/553149/sfs-srdc-final-report-fr.pdf

Ressources en anglais

Csapo, B., & Funke, J. (2017). The Nature of Problem Solving: Using Research to Inspire 21st Century Learning. OECD Publishing. https://read.oecd-ilibrary.org/education/the-nature-of-problem-solving_9789264273955-en
Dochy, F., Segers, M., Van den Bossche, P., & Gijbels, D. (2003). Effects of problem-based learning: A meta-analysis. Learning and Instruction, 13(5), 533-568. https://doi.org/10.1016/S0959-4752(02)00025-7 (login required).
Evans, S., & Swan, M. (2014). Developing students’ strategies for problem solving in mathematics: The role of pre-designed “Sample Student Work.” Educational Designer, 2(7).
Friesen, S., & Scott, D. (2013). Inquiry-Based Learning: A Review of the Research Literature. Prepared for the Alberta Ministry of Education.
Government of Ontario. (2020). High-Impact Instructional Practices in Mathematics.
Gyarmati, D., Leckie, N., Dowie, M., Palameta, B., Shek-wai Hui |, T., Dunn, E., & Hébert, S. (2014). UPSKILL: A Credible Test of Workplace Literacy and Essential Skills Training [Technical Report]. Social Research and Demonstration Corporation.
Jozwiak, J. (2004). Teaching Problem-Solving Skills to Adults. Journal of Adult Education, 33(1), 19-34.
Kirschner, P. A., Sweller, J., & Clark, R. E. (2006). Why Minimal Guidance During Instruction Does Not Work: An Analysis of the Failure of Constructivist, Discovery, Problem-Based, Experiential, and Inquiry-Based Teaching. Educational Psychologist, 41(2), 75-86. https://doi.org/10.1207/s15326985ep4102_1 (login required).
Lai, E. R. (2011). Critical thinking: A literature review. Pearson. https://images.pearsonassessments.com/images/tmrs/CriticalThinkingReviewFINAL.pdf
McCormick, N. J., Clark, L. M., & Raines, J. M. (2015). Engaging Students in Critical Thinking and Problem Solving: A Brief Review of the Literature. Journal of Studies in Education, 5(4). https://doi.org/10.5296/jse.v5i4.8249 (login required).
OECD. (2019). How much time do adults spend on the PIAAC assessment and why does it matter? | READ online. https://read.oecd-ilibrary.org/education/how-much-time-do-adults-spend-on-the-piaac-assessment-and-why-does-it-matter_11a4be1d-en
PISA 2015 Results (Volume V): Collaborative Problem Solving | en | OECD. (n.d.). Retrieved April 27, 2021, from https://www.oecd.org/publications/pisa-2015-results-volume-v-9789264285521-en.htm
Program for the International Assessment for Adult Competencies (PIAAC)?XProblem Solving in Technology-Rich Environments Domain. (n.d.). National Center for Education Statistics. Retrieved April 27, 2021, from https://nces.ed.gov/surveys/piaac/problem-solving.asp
Snyder, L. G., & Snyder, M. J. (2008). Teaching Critical Thinking and Problem Solving Skills. The Delta Pi Epsilon Journal, L(2).
Social Research and Demonstration Corporation. (2021). Research Report to Support the Launch of Skills for Success: Structure, Evidence and Recommendations. Final draft report.
Tiruneh, D. T., Verburgh, A., & Elen, J. (2014). Effectiveness of critical thinking instruction in higher education: A systematic review of intervention studies. Higher Education Studies, 4(1), 1-17. https://doi.org/10.5539/hes.v4n1p1 (login required).
University of Texas Arlington. (2021). How Inquiry-Based Learning Can Work in a Math Classroom. UTA Online. https://academicpartnerships.uta.edu/articles/education/inquiry-based-learning-math-classroom.aspx
Walker, A., & Leary, H. (2009). A Problem Based Learning Meta Analysis: Differences Across Problem Types, Implementation Types, Disciplines, and Assessment Levels. Interdisciplinary Journal of Problem-Based Learning, 3(1), 6-28.

Recherche sur l’enseignement des compétences numériques

Compétences numériques, RechercheSFS-3.9

Les compétences numériques ont pour but d’aider les participants à se servir de la technologie pour trouver, gérer, traiter, créer et partager des renseignements et du contenu. Les compétences numériques permettent aux participants de rester au fait des exigences actuelles en matière de travail et de formation et des demandes de la vie quotidienne.

Les liens suivants comprennent des données de recherche et des données probantes qui viennent soutenir le principe de l’enseignement de compétences numériques.

Ressource en français

SRSA. 2021. Rapport de recherche en appui au lancement de « Compétences pour réussir » : Structure, données probantes et recommandations. Rapport final. https://www.srdc.org/media/553149/sfs-srdc-final-report-fr.pdf

Ressources en anglais

Chinien, C., & Boutin, F. (2011). Defining Essential Digital Skills in the Canadian Workplace: Final Report. Human Resources and Skills Development Canada. http://en.copian.ca/library/research/digi_es_can_workplace/digi_es_can_workplace.pdf
Delfino, M., Ferraris, M., Persico, D., & Pozzi, F. (2008). An approach to digital literacy for adults: The EuNIC proposal. In M. Kendall & B. Samways (Eds.), Learning to Live in the Knowledge Society (pp. 3-10). Springer US. https://doi.org/10.1007/978-0-387-09729-9_1 (login required).
Hamalainen, R., Nissinen, K., Mannonen, J., Lämsä, J., Leino, K., & Taajamo, M. (2021). Understanding teaching professionals’ digital competence: What do PIAAC and TALIS reveal about technology-related skills, attitudes, and knowledge? Computers in Human Behavior, 117, 106672. https://doi.org/10.1016/j.chb.2020.106672 (login required).
Jimoyiannis, A., & Gravani, M. (2010). Digital Literacy in a Lifelong Learning Programme for Adults: Educators’ Experiences and Perceptions on Teaching Practices. International Journal of Digital Literacy and Digital Competence (IJDLDC), 1(1), 40-60. https://doi.org/10.4018/jdldc.2010101903 (login required).
Jimoyiannis, A., & Gravani, M. (2011). Exploring Adult Digital Literacy Using Learners’ and Educators’ Perceptions and Experiences: The Case of the Second Chance Schools in Greece. Journal of Educational Technology & Society, 14(1), 217-227.
Moss, M. (2021). Effective practice in teaching essential digital skills – an account of a rapid literature review. The Education and Training Foundation. https://www.et-foundation.co.uk/edtech/effective-practice-in-teaching-essential-digital-skills-an-account-of-a-rapid-literature-review/
Pendell, K., Withers, E., Castek, J., & Reder, S. (2013). Tutor-facilitated Adult Digital Literacy Learning: Insights from a Case Study. Internet Reference Services Quarterly, 18(2), 105-125. https://doi.org/10.1080/10875301.2013.800013 (login required).
SRDC. (2021). Research Report to Support the Launch of Skills for Success: Structure, Evidence and Recommendations. Final draft report.
Vanek, J. B. (2017). Using the PIAAC Framework for Problem Solving in Technology-Rich Environments to Guide Instruction: An Introduction for Adult Educators. https://static1.squarespace.com/static/51bb74b8e4b0139570ddf020/t/589a3d3c1e5b6cd7b42cddcb/1486503229769/PSTRE_Guide_Vanek_2017.pdf
De Boer, E., Luse, A., Mangla, R., & Trehan, K. (2020). Digital collaboration for a connected manufacturing workforce. McKinsey Global Institute. https://www.mckinsey.com/business-functions/operations/our-insights/digital-collaboration-for-a-connected-manufacturing-workforce

Récit

Théorie de l’apprentissage chez l’adulteDEL-2.2

Le récit enseignent à travers des histoires ou par le récit d’une suite d’événements. Ces histoires et récits viennent soutenir à la fois l’enseignement et l’apprentissage.

Ressource en français

Ressources en anglais

Clark, M. C., & Rossiter, M. (2006). “Now the Pieces Are in Place…”: Learning through Personal Storytelling in the Adult Classroom. New Horizons In Adult Education & Human Resource Development, 20(3), 19-33. https://files.eric.ed.gov/fulltext/EJ983780.pdf
Caminotti, E., & Gray, J. (2012). The Effectiveness of Storytelling on Adult Learning. Journal Of Workplace Learning, 24(6), 430-438. https://www.researchgate.net/publication/275076005_The_effectiveness_of_storytelling_on_adult_learning
Boris, V. (2019, February 4). What makes storytelling so effective for learning? Harvard Business Publishing. Retrieved April 21, 2022, from https://www.harvardbusiness.org/what-makes-storytelling-so-effective-for-learning/

Renforcement communautaire

Collaboration, CommunicationDEL-2.2

Le renforcement communautaire crée un sentiment de communauté, lequel favorise un environnement d’apprentissage positif et la réussite des participants.

Ressource en français

Ressources en anglais

Building Community. Centre for Teaching and Learning – Western University. (n.d.). https://teaching.uwo.ca/teaching/engaging/building-community.html

Rétroaction

Adaptabilité, Évaluation, CommunicationASS-1.3, ASS-3.1, ASS-4.1, ASS-4.3, DEL-3.4, DES-3.2, SFS-2.7, SFS-3.5, SFS-3.6, SFS-3.7, SFS-3.9

La rétroaction correspond aux renseignements donnés au participant concernant l’évaluation de son rendement par rapport à des objectifs d’apprentissage ou à des résultats. L’effet de cette rétroaction devrait avoir pour but de favoriser les apprentissages du participant.

Ressource en français

Ressources en anglais

Feedback and Formative Assessment Tools. https://www.queensu.ca/. (n.d.). https://www.queensu.ca/teachingandlearning/modules/assessments/11_s2_03_feedback_and_formative.html
La rétroaction. https://tlc.ontariotechu.ca/. (n.d.). https://tlc.ontariotechu.ca/teaching/course-design/assessment-and-evaluation/feedback.php
Giving Effective Feedback in an Intercultural Class. https://www.algonquincollege.com/lts/giving-effective-feedback-in-an-intercultural-class/
Receiving and Giving Effective Feedback. https://uwaterloo.ca/centre-for-teaching-excellence/teaching-resources/teaching-tips/assessing-student-work/grading-and-feedback/receiving-and-giving-effective-feedback
Providing Feedback to Students. https://umanitoba.ca/centre-advancement-teaching-learning/support/providing-feedback

Sécurité psychologique

Communication, Diversité et inclusionSFS-3.5

La sécurité psychologique correspond à la croyance que vous ne serez pas puni ou humilié pour avoir exprimé vos idées, posé des questions ou soulevé des préoccupations. La sécurité psychologique favorise l’inclusion et la réussite des participants en milieu de travail.

Ressource en français

Ressources en anglais

Psychological safety in adult learning. https://gato-docs.its.txst.edu/. (n.d.). https://gato-docs.its.txstate.edu/jcr:7ab1e8df-aa2b-4884-8871-f659c672d327/English%20(2021)%20-%20Blog.pdf