9. Deep Negotiation

Projects’ negotiations aim at producing a personal, peer- or group-activity that will satisfy individual aspirations and meet social needs. They integrate learning in a meaningful way, rather than fragmenting it, and link knowledge to a challenge or situation to resolve. The content’s practical value is recognized in the context of an action. 

The path is no longer dictated by the teacher. A production project can be negotiated, taking into account the student's subjective and socio-affective needs as well as the objective requirements of the curriculum. The production then proceeds from a complex proaction that involves three interlocking levels (contents, strategies and experiential dynamics) and four lateral sectors defined as tasks domains (oral exchange, reading, writing, and language basics). The student is thus enabled to assimilate knowledge within a personal creative expression, and is less subject to the teacher's rationale. Students may develop their own way of thinking.

“The plan's globality, as well as the correspondence of instructional domains, leads the student to develop a comprehension of the same phenomenon in different learning situations. Thus, reflection is emphasized in this approach.”   

 F. V. Tochon (2012)

A certain number of prior conditions must be met for the deep approach to be successful.

First, the instructional organizers and the concept map of the forthcoming project tasks are to be negotiated and must integrate students’ input. The curriculum project specified must align with the project of developing the student’s self.

Engagement in such projects implies commitment towards the self. Therefore, a preamble may be necessary for the learner who is initiated to the new approach, such as an agreement with the self to be successful and relinquish anxieties that might prevent the realization of apprenticeship projects. 

Second, a level of coherence and harmony among collaborating students must be established to realize optimal learning. Such is the sense of togetherness, or the agora, of small groups who communicate harmoniously. Being able to establish a space of harmony is a life skills achievement that will help students live in society, which is mutually beneficial. One rule of the agora to reinforce truth‐telling that works particularly well is the agreement that any criticisms will be addressed to the person critiqued, and not be told behind his or her back. It can also be agreed not to speak about the group work outside group work. Agreement with the self and agora are conditions for the optimal realization of a deep approach. In groups of young children, you can witness the agora when they harmoniously gather their heads together into a circle to better listen to each other.

language negotiation of meaning

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