Informal learningInformal learning is characterized "by a low degree of planning and organizing in terms of the learning context, learning support, learning time, and learning objectives". It differs from formal learning, non-formal learning, and self-regulated learning, because it has no set objective in terms of learning outcomes, but an intent to act from the learner's standpoint (e.g., to solve a problem). Typical mechanisms of informal learning include trial and error or learning-by-doing, modeling, feedback, and reflection.
Student teacherA student teacher or prac teacher (practice teacher) is a college, university or graduate student who is teaching under the supervision of a certified teacher in order to qualify for a degree in education. The term is also often used interchangeably with pre-service teacher. It is a much broader term to include those students that are studying the required coursework in pedagogy, as well as their specialty, but have not entered the supervised teaching portion of their training.
Certified teacherA certified teacher is an educator who has earned credentials from an authoritative source, such as the government, a higher education institution or a private body or source. This teacher qualification gives a teacher authorization to teach and grade in pre-schools, primary or secondary education in countries, schools, content areas or curricula where authorization is required. While many authorizing entities require student teaching experience before earning teacher certification, routes vary from country to country.
Nonformal learningNon-formal learning includes various structured learning situations which do not either have the level of curriculum, syllabus, accreditation and certification associated with 'formal learning', but have more structure than that associated with 'informal learning', which typically take place naturally and spontaneously as part of other activities. These form the three styles of learning recognised and supported by the OECD.
Éducation fondée sur des preuvesLéducation fondée sur les preuves (EFP), ou éducation basée sur les faits (EBE, de l'anglais evidence-based education) est une pratique fondée sur les preuves appliquée en éducation. Elle se concentre ainsi sur les pratiques validées par des preuves plutôt que par la tradition, le jugement personnel ou d'autres influences. Elle est la base de lenseignement fondé sur les preuves, lapprentissage fondé sur les preuves et la school effectiveness research.
Lesson planA lesson plan is a teacher's detailed description of the course of instruction or "learning trajectory" for a lesson. A daily lesson plan is developed by a teacher to guide class learning. Details will vary depending on the preference of the teacher, subject being covered, and the needs of the students. There may be requirements mandated by the school system regarding the plan.
StageUn stage est une période de formation, d'apprentissage ou de perfectionnement qui s'inscrit dans un processus plus long et qui s'accompagne d'un changement de contexte. dans le cadre professionnel, il peut s'agir d'une formation théorique et/ou pratique qu'il n'est pas possible d'acquérir par une formation sur le tas. dans le cadre scolaire ou de formation, il peut s'agir au contraire d'une mise en application des acquis dans un contexte professionnel. Stage en France Stage d'observation Peine de stage Cat
Devoir à la maison300px|vignette|Enfants préparant leurs devoirs dans la rue, Tel Aviv 1954 Le devoir à la maison, couramment appelé DM ou même DNS (devoir non surveillé par opposition au devoir surveillé), est un travail écrit ou oral, facultatif ou obligatoire, demandé à un élève par un enseignant ou un parent, en dehors du temps scolaire. La définition officielle utilisée par le Haut Conseil d’évaluation de l’école en 2004 est : « tâches demandées aux élèves par leurs professeurs qui doivent être faites en dehors des heures de cours ».
Teacher educationTeacher education or teacher training refers to programs, policies, procedures, and provision designed to equip (prospective) teachers with the knowledge, attitudes, behaviors, approaches, methodologies and skills they require to perform their tasks effectively in the classroom, school, and wider community. The professionals who engage in training the prospective teachers are called teacher educators (or, in some contexts, teacher trainers). There is a longstanding and ongoing debate about the most appropriate term to describe these activities.
Multimodal learningMultimodal learning, in context of machine learning, is deep learning from a combination of various modalities of data, often arising in real-world applications. An example of multi-modal data is data that combines text (typically represented as feature vector) with imaging data consisting of pixel intensities and annotation tags. As these modalities have fundamentally different statistical properties, combining them is non-trivial, which is why specialized modelling strategies and algorithms are required.
