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    New relationships

3. New relationships

Distance education widens certain fractures (social, digital, etc.) but can also motivate some students through greater solidarity between the stakeholders.

Z and α generations




Need for commitment

Accept that you can learn from the students

15. Value skills: Suggest that students carry out simple tutorials in the target language for the teacher and other students.

See also EOL matrix field 1.3. “Operational school policy”

Ability to collaborate

Let the students propose tools and a form of organisation adapted to collective work

16. Negotiate the tools: Give students the possibility of designing their digital learning environment by proposing tools for interaction, storage, video teaching, etc. in compliance with the constraints of the GDPR, by raising awareness of the students upstream.

Willingness to take responsibility

Differentiate approaches with various media

17. Differentiate: Entrust students with work for the class (research, readings, specific views) to allow everyone to make their contribution to collective intelligence, including with foreign partners. Develop students’ negotiating skills

Various learning profiles

Diversify course materials

18. Facilitate memorisation: Articulate written and oral documents in the digi-tal workspace by making students as responsible as possible for the production of these documents (student moderators, promotion of student production)

What could change in the classroom? Look at the EOL tool “Classroom design”

Emotional intelligence

Vary the semiotic entries

19. Design the teaching: Refine the course materials in such a way that they appeal simultaneously to the left (logic, calculation, language, writing, rationality, abstraction) and right (creativity, imagination, intuition, dreams, emotions, sensory perceptions) hemispheres.

See also EOL matrix field 5.3. “Exploring landscapes”

Initiative taking

Develop and enhance student creativity

20. Project working: Vary the format of individual or collective projects (challenges, competitions, collaborative games, solidarity chain, etc.) in order to diversify the modes of exploitation of linguistic and cultural assets and help students build their own speech in the target language.

Explore the EOL tool “Language learning opportunities”

Need to feel competent

Develop all forms of formative assessment, particularly in the form of open badges

21. Develop simple assessment tools: choose simplified graded evaluation (not acquired; ongoing acquirement; acquired; able to train peers), develop mutual assessment between students and train students in self-assessment.

See also EOL matrix field 2.2. “Evaluating and assessing”