Tool+Box

students ||= - Requires less and less time as the methodology gets acquired - Various amount of time can be spent depending on the length and complexity of the articles ||= - the methodology of monitoring that can be learn at the beginning - people who have a minimal level on the language or the subject ||= - allows to multi-task: learn about the methodology, the language, and the subject of the article - requires patience and the will to read long texts - helps to explan a complex methodology by dividing it in simple steps ||= Manon: for me it is not always possible to focus to read long text Cyrielle: I appreciate this activity because I see its benefits concerning various subject. Long scientific publications can be impressive for a learner who is not accustomed. We sought to simplify the most of our methodological guide in order to help the learner to begin! || - To do at the beginning of a learning process, or at some point to measure the progress ||= - the methodology of evaluating - competent people who will take time to help the learner to understand hiss strengths and weaknesses ||= - helps to understand our level and the directions to follow for learning - allows to train to live situations that might take place - can be made with fun - can give the learner more confidence in his skills - requires pedagogy from the assessor - requires staff and time - cannot be done alone - it is not self-sufficient, the learner will have to set activities following it ||= Manon: Thanks to the APS activities, I feel more and more confortable with this method and more and more capable of getting an objective evaluation out of it. Cyrielle: The most important point I keep is the way of formulating the assessment in order to motivate the student and not to discourage him. || - it is important to define a pace and a planning for each session, to know where you're heading and keep efficiency - At some point, the fact that people know each other is an advantage because they recognize their skills and dare more things - the side effect is that people tend to lose focus more easily, form small groups, and give labels to others when they know each other ||= - it is important to have someone to impulse, at least to begin the teamwork - a goal defined and accepted by the whole team is essential. It gives a common direction and can be stimulating for some or help feeling confortable for others. - it is important to have a person that animates the group. That allows to keep structure and efficiency. This role can be hold by different people and change regulary. ||= - interdisciplinarity allows to question itself: how you usually do and think, what seems obvious to you or not. - it allows to have a wider range of ideas, a vaster point of view and more knowledge - it makes you be clear and explicite because you have to be understood by the others
 * =  ||= **For who?** ||= **Time management** ||= **Basis needed** ||= **Pros and cons** ||= **What about us?** ||
 * = **Technological monitoring** ||= adults workers;
 * = **Skills Assessment** ||= adults workers;students ||= - Requires time and methodology for the person conducting the interview and making the assessment
 * = **Interdisciplinary Teams** ||= all ||= - there is always a first step that consists in learning to know each other and setting common rules. It is not a waste of time, it is necessary to work correctly then.

- It requires a time to clarify and set the group - it can seem harder to organise (find the persons, then understand each other) - it obligates you to make effort to explain things that your usual colleagues would get instantaneously - it the professional world, it can be awkward for people if they are used to have a clear hierarchy ||= Manon: it is a great experience that makes you see things differently! You can switch from animator to collaborator and it is a win win situation: everyone learn from everyone

Cyrielle: In my team we were 2 animators and it was very convenient, it allowed each of us to have time to participate truly as a team member. It was also important to quickly understand what people need (to be reassured concerning the serious of the methodology or on the contrary to feel free and comfortable in the group) || - a pace has to be planned to. It is more efficient to plan various "speeds" of activities so that the attendant won't be bored - you have to respect the time announced to your attendants ||= - requires organizers that master the topic of the seminary -the organizers need to have pedagogical skills, to have more or less an idea of the type of learner who might be attending - it requires organization and energy ||= - the atmosphere, the place, the food can be a motivation to the attendants - it also takes the attendant out of his ordinary life, he would be more attentive and remember easier - it is also easy to make people active, or even to let them propose their own activities - the improvement can be really quick, if measured at the beginning and at the end, that can be a great motivation to the attendant and make him want to continue learning
 * = **TOEICkend** ||= for people who want to learn, have time to do so, and want to do so quickly ||= - it requires a lot of organization and anticipation

- it requires a lot of energy, and a minimum of resources (financial, place, people) - it is really punctual, what is learned will have to be used again or it will be forgotten real quick - the animator cannot be a learner, he needs to hold his role all along ||= Manon: We had a lot of fun planning and doing the TOEICkend. We learned during the preparation but not during the weekend itself. In the end it was a really rewarding experience because the attendant were really satisfied.

Cyrielle: The TOEIC'kend was a great opportunity to experience our own teaching skills and see concretely what works and what works less (even if all public do not look alike). || - it can be used regardless our English level or our stage in our learning process ( the process can be already engaged or it can also be a new beginning). ||= - At the beginning, it is essential to take the time to start with a real diagnosis regarding the learner’s strengths, needs, preferences and expectations. It is even better if we can rely on the help of an outside view. - The learner needs to have really concrete goals: "I want to be able to understand the songs on the radio" - In all cases, it is important to have a referent or someone with whom the learner can share what he did and his impressions. From this exchange, a sustainable learning may born. ||= - There are no limits except those of our imagination. - It can be used to learn everything. - If the learner knows well his profile as learner, he would be able to adapt his activities with his preferences.
 * = **English in your day to day life** ||= These types of activities are suitable for everyone but especially for people who are out of school. ||= - it requires a regular involvement

- It is really complicated to lead this learning process alone. Others can share with us, activity ideas, feedback concerning what we have already done or new opportunities of motivation. - Do not forget self-evaluation to see your progress. ||= Cyrielle: The approach of mixing English or any other discipline with our daily life, keeps us always curious. It allows also to associate learning with a daily and fulfilling activity and not with an obligation. I have shared many things with my father at that time and the most interesting one was when the roles of learner and trainer were exchanged between us.

Manon: I think this activity can be the more enjoyable because it is really made for the learner so it can really fit his expectations, preferences and skills. However, it requires him to stay organize and conscientious to not to make excuses to drop the learning the process. That is, for me, the main reason why it is better to have someone else involve to exchange about it. ||