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I came indirectly to education. I was interested
in the development of intelligence and childrenís cognitive processes
I then became interested in how evaluations can help students with learning difficulties
today these are called formative evaluations
Recently, Iíve been interested in how evaluations can motivate students. 6 00:0036,000 --> 00:00:41,000 Often, evaluations donít bring students good news.
How can we help students learn better without them getting discouraged by difficulties?
JOANNE BOURDAGES: We worked together on committees
but I really got to know Dany when I became dean.
Heís done a lot of work with Quebec and Ontario school boards,
as well as with the education ministries. So his research has a practical application.
JEAN-MARIE JOLY: I think today people would consider me old-fashioned,
but Dany, because heís of a different generation, would certainly be thought of as a forward thinker.
LOUISE BOURGEOIS: He has what every good researcher needs: thoroughness, honesty, curiosity, knowledge.
What sets him apart from many researchers is that heís a critical observer.
He never takes anything at face value.
SERGE BOUL...: Itís important to mention, especially in research (and this is probably why he wins so many prizesóthis isnít his first, after all)
his thoroughness, both scientific and intellectual.
I think thatís very important in research.
He questions many things, he can think about and critique his own researchó
Often, teachers are thought of only as professionals, but they have to solve new problems daily,
but also othersí work. I think he really brings added value.
MARIELLE SIMON: He aims very high, he aims for excellence,
he has high expectations when it comes to research, to what his students are expected to produce.
DANY LAVEAULT: I think that if his students want to developóto improve throughout their lives,
become informed practitionersóthey must be thoughtful, a bit like researchers.
ones they havenít seen before, unexpected situations, where the answer isnít in textbooks.