good evening I’m a teacher and
stamm photographer confers quality
the first one to have time the
second that of constantly observing
all the time everywhere my environment
the people with whom I was delighted and
this morning again I was watching my little
boy his name is diogen
he’s two years old I deposited at the
crib he passed the door of his
section he headed to toys
I did not tell him at one point
diogenes please play must know
that at two years the learning is done
by the game at no time I do not tell him
diogenes learns I did not tell him
do not you want your evening at this table
and for eight hours to take no
naturally he went to these
games then I went out of the manger
is right in front there is a school
primary kindergarten
I approached a window and I
looked at I looked and I
really had a madeleine effect of
proust
I went back to my past and
I invite you to make this trip
today here and now close the
eyes closed eyes a few minutes
close eyes
immerse yourself in this school
primary kindergarten in which you
were left by entering a space
class chairs tables
the professor’s desk on the desk of the
teacher in big size pencil with
a crank
there were on the walls tables of
multiplication of rules
orthographic
there were your personal productions
the alphabet on the right in class one
corner cushion with a library a
toy library you could sit there
after doing a good job and
just take the time to read a
book
maybe there was a kitchen area
you made your first pancake
you have eaten your first
galette des rois
you gave the crown
to your queen of the time
and then at the back of the classroom a corner a
play corner with a big wardrobe
metallic or was it a door
stolen wood with two in
shelves and gouache groups a
plastic bottle cut to
half with brushes in open
the eyes
we all lived this school and then
you entered secondary school
what was your environment in
secondary education tables
chairs a table four walls
maybe it was bread you have to
luck
I knew the faded curtains
heating that works in summer and not
in winter what was found at
what is observed in these
conditions in fact one finds a
change of environment and as
that teacher at the beginning of
secondary education is found
also the first big stall in
makes a once stimulating environment
sensory wear we come now
in a neutral brain environment
so of those who drop that is
what we do we redirect
to what’s called the qualifying their
explaining that it’s a lot more
pragmatic as if teaching
secondary school that led after
higher education was not
pragmatic as if in fact being
surgeon it was not pragmatic
and years information was not
pragmatic to be an engineer this was
not pragmatic
some will say yes but we need
from a neutral environment to form
the brains of tomorrow you have here a
pretty well known photo which is the photo
taken from einstein’s office right after
his death me I do not see a class
of secondary neutral and cerebral I am
see chaos
I see a painting on which we have
writes we erased I see books
I see an environment that
bear intellectually
you know the school as I
know looks like pretty much to
that also clean about that the
schools where I went
globally it’s the environment in
which I work every day
the environment there are several
centuries that my predecessors
look like this globally all
things have changed in fact I believe that
the school has always suffered from three
pitfalls
the first is the relation to error
the school never tolerated the mistake
when you were planted at school one
took a big red one you were told you
not worth anything especially doubled to little
things close and so the school in his
transformation
what right could she herself
make mistakes so how do I think
that in the school in the transformation
of school she also has the right to
make a mistake to try a
methodology to crash and then to
try again and it does not matter
second pitfall is the report to
content that the school has always
maintained a school always mark
the content that needed to be
the school to learn
at first we called it leaves to see
now we call that
skills tomorrow we’ll call that
excellence but it’s getting that in
reality the existing contents in
outside of school
it’s not the school that invented
the sciences and not the school that has
invented mathematics contents
pre- exists at school and exists in
outside of these so the school in
fact should not determine the
content must be an interface a
interface between an environment and a
learner
we see, moreover, that pedagogy
projects in superior resurfaced
and that is that there is one impulse
impulse methodologies we say to our
students do what you want
work on the subject you like
but I will teach you
methodologies because the contents are
go but the methodologies she she
remains and then the school has always been
based on the industrial fashion our
students were seen as products
on a linear editing bench where
each in a partitioned way gives his
courses look in schools 50
minutes of a class 50 minutes from another
course and then 50 minutes again in
third while the paradigm of
digital is radically changing all that
the digital is it’s really
tree thinking is a
kind of profusion of ideas that comes
from everywhere and the school does not replicate
this mode
that’s why I
is trying to propose a model
school model school model
environmental
my goal is to see what are all
environmental parameters on
which one can act and who will
positively and lastingly impact
learning and this is a way in
the school has not yet proceeded is
why in fact the school has always
reproduces its operating diagram
to innovate, you have to borrow
uncertain pathways and that’s the reason for
which today I allow myself to
quote Saint John of the Cross
who says to go where you do not know he
have to go by where you do not know and
it is this little path that I
proposes the environmental model
but already the focus on the lab what we
call the lab it’s our environment
our physical environment our
spatial environment what is
passes as soon as we see the space
no longer class as just in space
class one learns but as a
environment we are already developing
empathy between students but also
between the student and the teacher and then
the report is positively polarized
student learning is not going to
square
just to sit on an armchair
quite a comfortable and sometimes
to take materials that they
do not really appreciate that
sometimes just to take
materials we do not like
but at the very least we have polaris
positively space because in
we can discuss it and it says
we can play there we can learn
certainly we can do many more
things
and since our environment
becomes stable we can exploit it
exploit it and put it back in our game
school meaning that used formerly
and that no longer re used exploit
visual re-exploit the olfactory exploit
the auditory from the moment you
explain my environment
I already have new opportunities
educational for example if I my maps
the material if gmail maps every
subjects followed by students and that
my environment consists of a
big white board all over the walls
what’s going to happen I’ll see
develop throughout the year
all the materials visually as
an expanding brain and at the end
I would have a form of syncretism of
everything I would have learned during this
year is visually this is carrier
comes next then comes the
possibility then to exploit these two
new teaching techniques related
for example to management
you know we teach our students to
manage super very good projects
now with a visual environment
for example I can use
project management matrices use
post it and that endures in the
time then comes the holism the
holism is putting the accent on the
great all that form a class that’s
already develop intelligence
collective collective intelligence
it’s a form of intelligence
superior to the form of intelligence
greater than the sum of the
individual intelligences that
constitutes an equine space and in particular
of the interaction of these different
intelligence you know we do not bet
no longer on interdisciplinarity
if I have a visually
wear I can visually and
explicitly realize the links between
the different topics save a
professor of financial theory
explain to me that, for example,
teeth physicists
bang why because the court
evolution of the stock market price evolved
randomly with the same movement
that a dust in the air as
French teacher I have
tendency to say that I also see there
in a lot of poetry
ten professional trainings and then
there are Latin links and chemistry
between biology the education course
physical
there are also links between
statistics and philosophy
we are trying to develop
brain way and why not the
see these links and truly power
weave this link in our environment
visual
then comes the opening I told you
the school is out of step with
the society
our school trains us to a society
but we realize that she does not
will not do the right company
the school projects a model of
society that is not the model that
exists outside of this one the opening
is to say that the school must do
going back and forth between herself and
the company open up for example do
coming from the outside speakers
it’s a first thing but also
why not and we see it appears
in the upper
implement coworking spaces
in learning environments
some will tell me that the big
capital go back to school that it’s
dangerous
I do not believe I do not believe because
that coworking environments are
very carriers of diversity and then that
allows a student to see what
that the professional world
and then for the professional it allows
to say to each other how can I feed
my my creative project with the help of a
young brain that has not yet undergone the
steamroller of some schools
then I also think that opening
it reminds to luminy to the humility of
all who teach
I told you letting you have all
skills exist outside of
school sometimes what we teach
it’s a grain of sand in
the vastness of the knowledge that they exist
so I sincerely think that in this
back and forth between school and
society
we must also reclaim a form
of humility when one is a good teacher
the last part the connection
the integration of the technologies of
information and communication
ethics in the school environment
do not know if you know any teachers if
you already asked them
of the integration of ICT in
the school environment
but if you want me the meals of
family and put a bad
ambience
I think that’s the best question
to ask the school actually never knew
adapt
in any case she has not yet succeeded
to adapt then we tried to
adapt
for example, we have replaced the tables
blacks by tvi white boards
interactive and we will subsist in a
same space of the elements that
causes a bit of a paradox it’s
ie we see appearing rate
changing it lestrade dais
mark the zone of the
teacher and the student area the
area of the one who knows and the area of
the one who does not know the area of the one
who hierarchically mans
superior will teach in a way
linear and unilateral to the small
head to fill while the
information technology la
communication allow us to do
things then center in
teaching may not be
to learn a skill but in any
case of the consolidate to improve it from
the multiplied if from then on I
pass on a student’s competence
that of organizing oneself is to make
research
technologies will allow it
gives to see easier to develop
this skill and that’s where the
technology for me we really have to
to reclaim it and see how it
that it can multiply
skills that one acquires school
there is also this relationship to technologies
for a youngster as a teacher
must also educate them and
tell them that technology is not
not that entertainment for a lot
young people I have in high school 1
smartphone is used for social networks and
to make disgusting snapshots then
that actually a bomb
technological in their pocket they
can they have a visual memory
they can photograph everything they
see they can organize themselves
can share files they
can share to help calendars
they can have access to knowledge and
a huge amount of knowledge and
yet no they make old one
disgusting girl
I caricature for example obviously
but I think that behind that there is
still a good background of truth
so what do we do with these
four elements
three years ago I led a small
experience anyway a small project
he did not joke about this model of
class in a school there was a
learning space a small living room
with a library library
I am a french teacher I teach
in classes where there is no
book is like teaching music
in classes where there is no
of instrument a few things near you
so have a library access to
computers he had a kitchen a
coffee machine a tea machine or
from a budget point of view they had
all to bring so even the question
the budget does not matter we noticed
two things the first the results
have never been so good really
the success rate exploded the
second line lgv who came to see me
a Wednesday afternoon and she told me
sir yes I stayed at school the
first thing that the first
question I asked myself is
know is what she is and restrained
in fact no she just wanted
spend time in this room in this
class
I do not want to call it class anymore
because it made it feel good and because
that she wanted to learn in
and there I thought to myself if changing
our school environment we manage
to make sure that students
asks to stay in school because
that they feel good about it
was not there a great challenge
major you know I’m for a
decompartmentalization of learning
that we stop saying to ourselves there are
moments when we learn and moments we
do not learn I’m really for that
these learnings so that everyone is
by learning that we learn
in any place and at any time and for
that the school environment can
impact this report on learning
and tonight I’m going to give you no
a duty but rather a proposition
because he does not have to
make
invite you to go home in
your professional environment
just consider this one and you
say like that can I changed in my
environment that will allow me
to improve my learning s
visual s2 the olfactory s2 the auditory to
you choose
and then this will I have of
transform the school maybe she
comes from anguish the anguish of a
young dad because today
diogenes to two years in six months there
will go to school I would like to resume
words of saint jean de la croix
lean towards the little boy and him
say this you know my big do of
school what it is not in
taking paths that we do not
do not know I thank you
[Music]
stamm photographer confers quality
the first one to have time the
second that of constantly observing
all the time everywhere my environment
the people with whom I was delighted and
this morning again I was watching my little
boy his name is diogen
he’s two years old I deposited at the
crib he passed the door of his
section he headed to toys
I did not tell him at one point
diogenes please play must know
that at two years the learning is done
by the game at no time I do not tell him
diogenes learns I did not tell him
do not you want your evening at this table
and for eight hours to take no
naturally he went to these
games then I went out of the manger
is right in front there is a school
primary kindergarten
I approached a window and I
looked at I looked and I
really had a madeleine effect of
proust
I went back to my past and
I invite you to make this trip
today here and now close the
eyes closed eyes a few minutes
close eyes
immerse yourself in this school
primary kindergarten in which you
were left by entering a space
class chairs tables
the professor’s desk on the desk of the
teacher in big size pencil with
a crank
there were on the walls tables of
multiplication of rules
orthographic
there were your personal productions
the alphabet on the right in class one
corner cushion with a library a
toy library you could sit there
after doing a good job and
just take the time to read a
book
maybe there was a kitchen area
you made your first pancake
you have eaten your first
galette des rois
you gave the crown
to your queen of the time
and then at the back of the classroom a corner a
play corner with a big wardrobe
metallic or was it a door
stolen wood with two in
shelves and gouache groups a
plastic bottle cut to
half with brushes in open
the eyes
we all lived this school and then
you entered secondary school
what was your environment in
secondary education tables
chairs a table four walls
maybe it was bread you have to
luck
I knew the faded curtains
heating that works in summer and not
in winter what was found at
what is observed in these
conditions in fact one finds a
change of environment and as
that teacher at the beginning of
secondary education is found
also the first big stall in
makes a once stimulating environment
sensory wear we come now
in a neutral brain environment
so of those who drop that is
what we do we redirect
to what’s called the qualifying their
explaining that it’s a lot more
pragmatic as if teaching
secondary school that led after
higher education was not
pragmatic as if in fact being
surgeon it was not pragmatic
and years information was not
pragmatic to be an engineer this was
not pragmatic
some will say yes but we need
from a neutral environment to form
the brains of tomorrow you have here a
pretty well known photo which is the photo
taken from einstein’s office right after
his death me I do not see a class
of secondary neutral and cerebral I am
see chaos
I see a painting on which we have
writes we erased I see books
I see an environment that
bear intellectually
you know the school as I
know looks like pretty much to
that also clean about that the
schools where I went
globally it’s the environment in
which I work every day
the environment there are several
centuries that my predecessors
look like this globally all
things have changed in fact I believe that
the school has always suffered from three
pitfalls
the first is the relation to error
the school never tolerated the mistake
when you were planted at school one
took a big red one you were told you
not worth anything especially doubled to little
things close and so the school in his
transformation
what right could she herself
make mistakes so how do I think
that in the school in the transformation
of school she also has the right to
make a mistake to try a
methodology to crash and then to
try again and it does not matter
second pitfall is the report to
content that the school has always
maintained a school always mark
the content that needed to be
the school to learn
at first we called it leaves to see
now we call that
skills tomorrow we’ll call that
excellence but it’s getting that in
reality the existing contents in
outside of school
it’s not the school that invented
the sciences and not the school that has
invented mathematics contents
pre- exists at school and exists in
outside of these so the school in
fact should not determine the
content must be an interface a
interface between an environment and a
learner
we see, moreover, that pedagogy
projects in superior resurfaced
and that is that there is one impulse
impulse methodologies we say to our
students do what you want
work on the subject you like
but I will teach you
methodologies because the contents are
go but the methodologies she she
remains and then the school has always been
based on the industrial fashion our
students were seen as products
on a linear editing bench where
each in a partitioned way gives his
courses look in schools 50
minutes of a class 50 minutes from another
course and then 50 minutes again in
third while the paradigm of
digital is radically changing all that
the digital is it’s really
tree thinking is a
kind of profusion of ideas that comes
from everywhere and the school does not replicate
this mode
that’s why I
is trying to propose a model
school model school model
environmental
my goal is to see what are all
environmental parameters on
which one can act and who will
positively and lastingly impact
learning and this is a way in
the school has not yet proceeded is
why in fact the school has always
reproduces its operating diagram
to innovate, you have to borrow
uncertain pathways and that’s the reason for
which today I allow myself to
quote Saint John of the Cross
who says to go where you do not know he
have to go by where you do not know and
it is this little path that I
proposes the environmental model
but already the focus on the lab what we
call the lab it’s our environment
our physical environment our
spatial environment what is
passes as soon as we see the space
no longer class as just in space
class one learns but as a
environment we are already developing
empathy between students but also
between the student and the teacher and then
the report is positively polarized
student learning is not going to
square
just to sit on an armchair
quite a comfortable and sometimes
to take materials that they
do not really appreciate that
sometimes just to take
materials we do not like
but at the very least we have polaris
positively space because in
we can discuss it and it says
we can play there we can learn
certainly we can do many more
things
and since our environment
becomes stable we can exploit it
exploit it and put it back in our game
school meaning that used formerly
and that no longer re used exploit
visual re-exploit the olfactory exploit
the auditory from the moment you
explain my environment
I already have new opportunities
educational for example if I my maps
the material if gmail maps every
subjects followed by students and that
my environment consists of a
big white board all over the walls
what’s going to happen I’ll see
develop throughout the year
all the materials visually as
an expanding brain and at the end
I would have a form of syncretism of
everything I would have learned during this
year is visually this is carrier
comes next then comes the
possibility then to exploit these two
new teaching techniques related
for example to management
you know we teach our students to
manage super very good projects
now with a visual environment
for example I can use
project management matrices use
post it and that endures in the
time then comes the holism the
holism is putting the accent on the
great all that form a class that’s
already develop intelligence
collective collective intelligence
it’s a form of intelligence
superior to the form of intelligence
greater than the sum of the
individual intelligences that
constitutes an equine space and in particular
of the interaction of these different
intelligence you know we do not bet
no longer on interdisciplinarity
if I have a visually
wear I can visually and
explicitly realize the links between
the different topics save a
professor of financial theory
explain to me that, for example,
teeth physicists
bang why because the court
evolution of the stock market price evolved
randomly with the same movement
that a dust in the air as
French teacher I have
tendency to say that I also see there
in a lot of poetry
ten professional trainings and then
there are Latin links and chemistry
between biology the education course
physical
there are also links between
statistics and philosophy
we are trying to develop
brain way and why not the
see these links and truly power
weave this link in our environment
visual
then comes the opening I told you
the school is out of step with
the society
our school trains us to a society
but we realize that she does not
will not do the right company
the school projects a model of
society that is not the model that
exists outside of this one the opening
is to say that the school must do
going back and forth between herself and
the company open up for example do
coming from the outside speakers
it’s a first thing but also
why not and we see it appears
in the upper
implement coworking spaces
in learning environments
some will tell me that the big
capital go back to school that it’s
dangerous
I do not believe I do not believe because
that coworking environments are
very carriers of diversity and then that
allows a student to see what
that the professional world
and then for the professional it allows
to say to each other how can I feed
my my creative project with the help of a
young brain that has not yet undergone the
steamroller of some schools
then I also think that opening
it reminds to luminy to the humility of
all who teach
I told you letting you have all
skills exist outside of
school sometimes what we teach
it’s a grain of sand in
the vastness of the knowledge that they exist
so I sincerely think that in this
back and forth between school and
society
we must also reclaim a form
of humility when one is a good teacher
the last part the connection
the integration of the technologies of
information and communication
ethics in the school environment
do not know if you know any teachers if
you already asked them
of the integration of ICT in
the school environment
but if you want me the meals of
family and put a bad
ambience
I think that’s the best question
to ask the school actually never knew
adapt
in any case she has not yet succeeded
to adapt then we tried to
adapt
for example, we have replaced the tables
blacks by tvi white boards
interactive and we will subsist in a
same space of the elements that
causes a bit of a paradox it’s
ie we see appearing rate
changing it lestrade dais
mark the zone of the
teacher and the student area the
area of the one who knows and the area of
the one who does not know the area of the one
who hierarchically mans
superior will teach in a way
linear and unilateral to the small
head to fill while the
information technology la
communication allow us to do
things then center in
teaching may not be
to learn a skill but in any
case of the consolidate to improve it from
the multiplied if from then on I
pass on a student’s competence
that of organizing oneself is to make
research
technologies will allow it
gives to see easier to develop
this skill and that’s where the
technology for me we really have to
to reclaim it and see how it
that it can multiply
skills that one acquires school
there is also this relationship to technologies
for a youngster as a teacher
must also educate them and
tell them that technology is not
not that entertainment for a lot
young people I have in high school 1
smartphone is used for social networks and
to make disgusting snapshots then
that actually a bomb
technological in their pocket they
can they have a visual memory
they can photograph everything they
see they can organize themselves
can share files they
can share to help calendars
they can have access to knowledge and
a huge amount of knowledge and
yet no they make old one
disgusting girl
I caricature for example obviously
but I think that behind that there is
still a good background of truth
so what do we do with these
four elements
three years ago I led a small
experience anyway a small project
he did not joke about this model of
class in a school there was a
learning space a small living room
with a library library
I am a french teacher I teach
in classes where there is no
book is like teaching music
in classes where there is no
of instrument a few things near you
so have a library access to
computers he had a kitchen a
coffee machine a tea machine or
from a budget point of view they had
all to bring so even the question
the budget does not matter we noticed
two things the first the results
have never been so good really
the success rate exploded the
second line lgv who came to see me
a Wednesday afternoon and she told me
sir yes I stayed at school the
first thing that the first
question I asked myself is
know is what she is and restrained
in fact no she just wanted
spend time in this room in this
class
I do not want to call it class anymore
because it made it feel good and because
that she wanted to learn in
and there I thought to myself if changing
our school environment we manage
to make sure that students
asks to stay in school because
that they feel good about it
was not there a great challenge
major you know I’m for a
decompartmentalization of learning
that we stop saying to ourselves there are
moments when we learn and moments we
do not learn I’m really for that
these learnings so that everyone is
by learning that we learn
in any place and at any time and for
that the school environment can
impact this report on learning
and tonight I’m going to give you no
a duty but rather a proposition
because he does not have to
make
invite you to go home in
your professional environment
just consider this one and you
say like that can I changed in my
environment that will allow me
to improve my learning s
visual s2 the olfactory s2 the auditory to
you choose
and then this will I have of
transform the school maybe she
comes from anguish the anguish of a
young dad because today
diogenes to two years in six months there
will go to school I would like to resume
words of saint jean de la croix
lean towards the little boy and him
say this you know my big do of
school what it is not in
taking paths that we do not
do not know I thank you
[Music]
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