PEER-LEARNING

Learning in Peer-to-peer

No classes, no teachers: at 19, it is the students themselves who are in charge of their success and the success of their classmates with a cursus 100% practical and projects. To progress on the projects proposed to them, they must count on the strength of the group, give and receive information, be alternately trainer and learner. This peer-to-peer learning mode removes subordination links from the student . Each student is the guarantor of part of the success of the project carried together.

PEER-LEARNING

Collaborative work is the basis of peer-learning. Confrontations are necessary to overcome the difficulties of projects, both individual and collective. Is this the best way to answer the problem, can we take another path, how to implement a solution in the most elegant way? These questions, students of 19 are constantly asking them when working in groups. They allow them to move forward and sharpen their abilities, not by reproducing or memorizing the model of a referent teacher, but by seeking, experimenting and defending their ideas. When entering 19, it is no longer a question of waiting for the knowledge to be given by the one who knows. You have to be ready to seek the knowledge, to go to your classmates to understand it before explaining how it works to others.

PEER-EVALUATION

Learning at 19 does not stop once a project is done: it continues during its evaluation. Students rate their productions. Each finished project is evaluated by several comrades. No standard correction is ever given to 19, nor a model to reproduce and memorize. To rate a project, the evaluators base themselves on the subject of the project and a scale. In the most extreme cases, the evaluator asks to stop the rating at the first error of inattention. However, he allows above all to identify errors and missing features. Rather than fearing a sanction score, the open dialogue with the evaluator allows the student to receive essential advice to progress. You also have to learn to defend your point of view and the solutions put in place. The evaluators must react impartially and assimilate in a short time the project presented to them. The final mark of the student reflects the average of all his evaluations in order to harmonize the result.

PEER-PEDAGOGY

19 exists today thanks to a strong notion: peer-pedagogy. The teachers of the traditional school system are replaced by a student community at the center of the apprenticeship. It is therefore natural in a structure like ours that the students who wish to can submit projects of their invention to their comrades. Whether this project idea comes from some knowledge already acquired by the student or that he chooses to be interested in a new theme does not matter. The community has access to a larger and larger set of projects. The number and diversity of profiles has always been one of the strengths of 19. By allowing everyone to leave a trace in the history of the school, whether through a favorite technology or an interesting novelty, 19 assures itself as a place of training for students, by students.