À la Commission scolaire Marie-Victorin, toutes les écoles ont leur projet particulier

Donner l'accès à tous les élèves d'être en projet est une façon de renforcer le rapport des élèves à leur école ainsi que leur sentiment d'appartenance. En 2009, des chercheurs israéliens avaient montré que la sollicitation des habiletés mentales supérieures bénéficie à tous les élèves, incluant les élèves en difficulté d'apprentissage. En voici le résumé:

Fostering students' higher order thinking skills is considered an important educational goal. Although learning theories see the development of students' thinking as an important goal for all students, teachers often believe that stimulating higher order thinking is appropriate only for high-achieving students. According to this view, low-achieving students are, by and large, unable to deal with tasks that require higher order thinking skills and should thus be spared the frustration generated by such tasks. Because this view may cause teachers to treat students in a nonegalitarian way, it is important to find out whether or not it is supported by empirical evidence. The goal of this study is to examine this issue in light of four different studies, by asking the following question: Do low-achieving students gain from teaching and learning processes that are designed to foster higher order thinking skills? Each of the4 studies addressed a different project whose goal was to teach higher order thinking in science classrooms. Following a brief general description of each project, we provide an analysis of its effects on students with low and high achievements. The findings show that by the end of each of the 4 programs, students with high academic achievements gained higher thinking scores than their peers with low academic achievements. However, students of both subgroups made considerable progress with respect to their initial score. In one of the 4 studies the net gain of low achievers was significantly higher than for high achievers. Our findings strongly suggest that teachers should encourage students of all academic levels to engage in tasks that involve higher order thinking skills.

Le projet de recherche-intervention FAST à l'école secondaire Vanier de Québec a récemment documenté la réalisation d'un projet de formation en alternance en sciences et technologies.

Références
Couillard, K. (2016). L'école publique contre-attaque. Le Devoir. Repéré à http://www.ledevoir.com/societe/education/467179/l-ecole-publique-contre-attaque

Laferrière, T. et al. (2012). Développement et évaluation d'un programme de formation en alternance en sciences et technologies (FAST) pour élèves en difficulté de milieux défavorisés. Repéré à http://www.frqsc.gouv.qc.ca/documents/11326/552404/PT_Laferriere_T_rapport_PRS_FAST.pdf/3dce8993-2d2c-4f50-86c0-d8c3cfb8cad1

Zohar, A., & Dori, Y. D. (2009). Higher Order Thinking Skills and Low-Achieving Students: Are They Mutually Exclusive? Journal of the Learning Sciences. DOI: 10.1207/S15327809JLS1202_1