{"id":4186,"date":"2012-06-05T08:32:06","date_gmt":"2012-06-05T07:32:06","guid":{"rendered":"http:\/\/format30.com\/?p=4186"},"modified":"2023-05-27T17:14:24","modified_gmt":"2023-05-27T16:14:24","slug":"etudier-avec-le-mindmapping-et-cqqcoqp-la-ligne-du-temps","status":"publish","type":"post","link":"https:\/\/format30.com\/it\/2012\/06\/05\/etudier-avec-le-mindmapping-et-cqqcoqp-la-ligne-du-temps\/","title":{"rendered":"Etudier avec le mindmapping et CQQCOQP : la ligne du temps"},"content":{"rendered":"
\"Donnez<\/a><\/figure>\n\n\n\n

\u00c9tudier avec le mindmapping, le CQQCOQP et la ligne du temps, c’est ouvrir des portes vers un apprentissage \u00e0 long terme.<\/strong><\/p>\n\n\n\n

Mis \u00e0 jour le 27 mai 2023.<\/strong><\/p>\n\n\n\n

R\u00e9sumer un texte est une excellente fa\u00e7on de pr\u00e9parer la compr\u00e9hension et la m\u00e9morisation en vue d’un examen.<\/span> Mais cela ne suffit pas.\u00a0 Je vous propose d’aller plus loin avec la m\u00e9thode CQQCOQP et quelques fonctionnalit\u00e9s int\u00e9ressantes d’XMind.<\/span><\/p>\n\n\n\n

Hier, nous avons vu un exemple de r\u00e9sum\u00e9 de texte r\u00e9alis\u00e9 avec XMind<\/a>.  Ce r\u00e9sum\u00e9 correpond aux \u00e9tapes 2 et 3 de notre m\u00e9thode Etudier efficacement en 5 \u00e9tapes<\/a> : prendre contact avec le cours<\/a> e r\u00e9activer la m\u00e9moire<\/a>.<\/p>\n\n\n\n

Aujourd’hui, nous allons travailler avec une m\u00e9thode et des outils qui s’apparentent davantage \u00e0 la quatri\u00e8me \u00e9tape : r\u00e9utiliser ses connaissances.<\/p>\n\n\n\n

\u00c9tudier avec le mindmapping pour mobiliser les bons neurones<\/strong><\/span><\/h2>\n\n\n\n

Pourquoi changer de m\u00e9thode ?  Pourquoi ne pas continuer \u00e0 lire et \u00e0 r\u00e9sumer, puisque cela fonctionne ?<\/p>\n\n\n\n

Pour plusieurs raisons.  Lire et r\u00e9sumer sont d’excellents moyens de comprendre et de m\u00e9moriser un texte – cours, article, livre, etc.<\/p>\n\n\n\n

Mais, si nous voulons \u00eatre performants lors d’un examen, nous devons aller plus loin.<\/p>\n\n\n\n

Car, le professeur va nous poser des questions auxquelles il va falloir r\u00e9pondre pr\u00e9cis\u00e9ment.  Non pas restituer<\/em> toute la mati\u00e8re.  Mais \u00ab\u00a0r\u00e9utiliser<\/em>\u00ab\u00a0, \u00ab\u00a0mobiliser<\/em>\u00a0\u00bb la partie de celle-ci qui correspond exactement \u00e0 la question pos\u00e9e.  Et sous une forme qui n’est pas la m\u00eame que celle du cours.<\/p>\n\n\n\n

Comprendre<\/em>, m\u00e9moriser<\/em>, restituer<\/em>, r\u00e9utiliser<\/em>… ne font pas appel aux m\u00eames groupes de neurones<\/em> dans notre cerveaux.  Parce que ce sont des op\u00e9rations mentales diff\u00e9rentes, elles mobilisent d’autres r\u00e9gion du cerveau.<\/p>\n\n\n\n

Pour \u00eatre performants lors des examens, il va falloir travailler sur ces zones diff\u00e9rentes.  Voici comment.<\/p>\n\n\n\n

\u00c9tudier avec le mindmapping et entrer par d’autres portes : le CQQCOQP<\/strong><\/span><\/h2>\n\n\n\n

Hier, en r\u00e9sumant notre texte par une mindmap, nous sommes entr\u00e9s dans ce texte en suivant le chemin propos\u00e9 par l’auteur : le titre, le chap\u00f4, les intertitres, etc.  C’est l’ordre et la logique de l’auteur.  Et nous nous les sommes appropri\u00e9s en r\u00e9sumant le texte selon ces titres, intertitres, etc.<\/p>\n\n\n\n

Aujourd’hui, nous allons explorer le m\u00eame texte en entrant par diff\u00e9rentes portes.  En utilisant 7 question<\/em>s : CQQCOQP<\/strong>.  Comme sur la carte ci-dessous :<\/p>\n\n\n\n

\"Mindmap<\/a>
Carte mentale : la m\u00e9thode CQQCOQP<\/figcaption><\/figure>\n\n\n\n

Vous l’avez compris, cette expression bizarre est simplement un acronyme, un mot construit \u00e0 partir de l’initiale de chaque question : comment ?  Qui ? Quand ? Combien ? O\u00f9 ? Quoi ? (ou que ?) et Pourquoi ?<\/p>\n\n\n\n

Ces simples questions vont nous permettre d’interroger le texte de Don Verz\u00e9.<\/p>\n\n\n\n

Nous allons faire comme le professeur : poser des questions !<\/p>\n\n\n\n

Cela va mobiliser d’autres r\u00e9gions de notre cerveau, d’autres neurones.  Et donc, renforcer notre compr\u00e9hension<\/strong> et notre m\u00e9morisation<\/strong> du texte.  Mais en plus, cela nous pr\u00e9pare \u00e0 r\u00e9pondre de fa\u00e7on efficace aux questions du professeur le jour de l’examen !<\/em><\/p>\n\n\n\n

Et – bonus non n\u00e9gligeable – en utilisant diverses techniques, nous emp\u00eachons notre cerveau de se lasser.  Si vous variez les techniques lorsque vous \u00e9tudiez, vous vous fatiguerez beaucoup moins et vous vous lasserez beaucoup moins vite qu’en vous contentant de lire le texte encore et encore !  Et vous serez beaucoup plus efficace… tout en vous ennuyant beaucoup moins !<\/p>\n\n\n\n

Premi\u00e8re question : Quand ? Et la ligne du temps
<\/strong><\/span><\/h2>\n\n\n\n

Hier, nous avons vu que l’ann\u00e9e 1970 marquait un v\u00e9ritable tournant <\/a>dans la vie de Don Verz\u00e9.<\/p>\n\n\n\n

Aujourd’hui, je vous invite \u00e0 explorer davantage le temps dans ce texte.<\/p>\n\n\n\n

Pour ce faire, nous allons rep\u00e9rer toutes les dates.  Et puis, nous allons construire un outil visuel.  Mais pas une mindmap.  Nous allons profiter d’une autre fonction de XMind :  l’arr\u00eate de poisson qui va nous permettre de cr\u00e9er une ligne du temps pour bien visualiser la progression des \u00e9v\u00e9nements.<\/p>\n\n\n\n

\"Ligne<\/a>
Ligne du temps du texte Don Verz\u00e9<\/figcaption><\/figure>\n\n\n\n

Le texte ne nous donne pas la date de naissance du pr\u00eatre.  Mais nous savons quand il est mort et \u00e0 quel \u00e2ge.  Nous pouvons donc en d\u00e9duire qu’il est n\u00e9 en 1920.<\/p>\n\n\n\n

Ensuite, le texte nous donne la date de 1970, qui est l’ann\u00e9e-charni\u00e8re de son existence.  Et puis 2010 et 2011, deux ann\u00e9es pendant lesquelles les \u00e9v\u00e9nements se pr\u00e9cipitent jusqu’au d\u00e9c\u00e8s du personnage principal de cette histoire…<\/p>\n\n\n\n

Nous avons donc, rassembl\u00e9s sur une page, sous forme graphique, la succession des \u00e9v\u00e9nements et leurs relations entre eux.<\/p>\n\n\n\n

Dans un autre article, je vous montre comment r\u00e9pondre \u00e0 la question Qui ?  avec une autre m\u00e9thode : la carte conceptuelle<\/a>.<\/p>\n\n\n\n

Bon travail \ud83d\ude09<\/p>\n\n\n\n

Ces cartes ont \u00e9t\u00e9 r\u00e9alis\u00e9es avec XMind.  La version gratuite <\/a>est suffisante pour r\u00e9aliser ces outils sur votre ordinateur, PC, Mac ou Linux.<\/p>\n\n\n\n

J’enseigne ces m\u00e9thodes lors d’ateliers Apprendre A Apprendre<\/a> et aussi lors de coaching \u00e9tudiant \u00e0 distance <\/a>ou de soutien scolaire individuel<\/a>.<\/p>\n\n\n\n

Ti \u00e8 piaciuto questo articolo? Abbonatevi a la mia newsletter<\/span> <\/a><\/span>e non perdere mai un articolo o un evento!<\/strong><\/span><\/p>","protected":false},"excerpt":{"rendered":"

\u00c9tudier avec le mindmapping, le CQQCOQP et la ligne du temps, c’est ouvrir des portes vers un apprentissage \u00e0 long terme. Mis \u00e0 jour le 27 mai 2023. R\u00e9sumer un 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