Reference : Metacognition and school learning: Individual use of the DELV program with teenagers
Scientific congresses and symposiums : Unpublished conference/Abstract
Social & behavioral sciences, psychology : Treatment & clinical psychology
http://hdl.handle.net/2268/167452
Metacognition and school learning: Individual use of the DELV program with teenagers
English
Frenkel, Stéphanie mailto [Université de Liège - ULiège > Département de Psychologie : cognition et comportement > Psychologie scolaire >]
Nobile, Debora mailto [Université de Liège - ULiège > Département de Psychologie : cognition et comportement > Psychologie scolaire >]
Jul-2014
Yes
No
International
6th International Conference on Education and New Learning Technologies - EDULEARN 2014
7-9 juillet 2014
International Academy of Technology, Education and Development (IATED)
Barcelone
Espagne
[en] metacognition ; remediation ; delf ; teenager ; delv
[fr] métacognition ; remédiation ; delf ; adolescent ; delv
[en] In the framework of self-regulated learning theories, the DELV (“Understanding one’s own learning”) is a 165-page metacognitive intervention program developed by Büchel & Büchel (1995, 1997, 2009, 2010, 2011). It includes 8 types of decontextualized exercises which notably allow to develop the learner’s metacognitive knowledge and skills (for more details, see Büchel, 2013b). They also make it possible to work on cognitive and psycho-affective aspects. Transfer can thus be better developed.

This tool has been used since its first version (Büchel & Büchel, 1995) both at the Atelier d’Apprentissage of the University of Genève (Unige, Switzerland) and at that of the University of Liège (ULg, Belgium) since their creation (respectively in 1996 and in 2009), (for more details, see Büchel, 2013a; Frenkel, in press (b)).
Our main purpose is to present how we can use this tool individually in order to enable the student to activate his/her “sleeping potential” (for more details, see Frenkel, in press (a)). By focusing on adolescence, we will present (a) our theoretical background (conception of learning and intellectual functioning, criteria and levels of mediation), (b) the variables worked on, and (c) the results obtained.

Note: Part of the Psychological and Speech therapy consultation Centre (CPLU, ULg), Belgium’s Atelier d’Apprentissage [Learning Workshop] intended for children and teenagers with temporary school learning difficulties. See www.cplu.ulg.ac.be

References

- Büchel, F.P. (2013a). L’intervention psychopédagogique auprès des enfants ayant des difficultés d’apprentissage. Un modèle métacognitif et d’autorégulation. In J.-L. Berger & F.P. Büchel (Eds.), L’autorégulation de l’apprentissage: Perspectives théoriques et applications (pp. 71- 105). Nice, France: Les Editions Ovadia.
- Büchel, F.P. (2013b). Le programme DELV – Comprendre son propre apprentissage. Evaluation scientifique auprès d’enfants et d’adolescents sans ou avec difficultés d’apprentissage. In J.-L. Berger & F.P. Büchel (Eds.), L’autorégulation de l’apprentissage: Perspectives théoriques et applications (pp. 293-336). Nice, France: Les Editions Ovadia.
- Büchel, F.P. & Büchel, P. (1995). Découvrez vos capacités, rEalisez vos possibilités, pLanifiez votre démarche, soyez créatiFs. Le programme DELF. Russin, Switzerland: Centre d’éducation cognitive.
- Büchel, F.P., & Büchel, P. (1997). DELV. Das Eigene Lernen Verstehen. Ein Programm zur Förderung des Lernens und Denkens für Jugendliche und Erwachsene. Aarau, Switzerland: Sauerländer.
- Büchel, F.P. & Büchel, P. (2010). DELV. Das Eigene Lernen Verstehen. Ein Programm zur Förderung des Lernens für Jugendliche und Erwachsene (4. überarbeitete Auflage). Berne, Switzerland: h.e.p. Verlag.
- Büchel, F.P. & Büchel, P. (2011). DELV. Comprendre son propre apprentissage. Tegna, Suisse: Centre d’éducation cognitive.
- Frenkel, S. (in press (a)). Metacognitive components in learning to learn approaches. International Journal of Psychology: A Biopsychosocial Approach.
- Frenkel, S. (in press (b)). Métacognition et réussite scolaire : Applications. In C. Giraudeau & G. Chasseigne (Eds.), Psychologie, Education et Vie scolaire. Tours, France: Editions Publibook Université.
- Frenkel, S., & Deforge, H. (in press). Métacognition et réussite scolaire: Perspectives théoriques. In C. Giraudeau & G. Chasseigne (Eds.), Psychologie, Education et Vie scolaire. Tours, France: Editions Publibook Université.
Unité de Psychologie Scolaire
Researchers ; Professionals ; Students ; General public ; Others
http://hdl.handle.net/2268/167452

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