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Comprendre Nos Vies Instrument De Mesure Du Développement Des Années Intermédiaires

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Comprendre Nos Vies Instrument De Mesure Du Développement Des Années Intermédiaires COMPRENDRE NOS VIES INSTRUMENT DE MESURE DU DÉVELOPPEMENT DES ANNÉES INTERMÉDIAIRES 2019–2020 SONDAGE DES ÉLÈVES DE 4ÈME ANNÉE SONDAGE ÉDUCATIF DE LA Vous pouvez pré visionner le COLOMBIE-BRITANNIQUE sondage à www.mdi.ubc.ca Ceci est une traduction de la version originale anglaise de Middle Years Development Instrument et est protégée par les droits d’auteur. Copyright © UBC, Vancouver, Canada. Il est interdit d’utiliser ou de reproduire ce questionnaire sans entente écrite avec l’UBC. Communiquez avec Dre Kimberly Schonert-Reichl au [email protected] pour de plus amples renseignements. RAPPELS IMPORTANTS! 1. Avant de commencer le sondage, veuillez lire le consentement des élèves à la page suivante à voix haute ! Les élèves doivent avoir l’opportunité de se désister et de ne pas compléter le sondage. Les élèves peuvent se retirer en tout temps en cliquant l’onglet au bas de chacune des pages. 2. Chaque élève a son propre identifiant et mot de passe lui étant assigné. Les élèves ont besoin de savoir que leurs réponses sont confidentielles, de manière à ce qu’ils se sentent plus confortable à répondre aux questions honnêtement. Il est essentiel qu’ils sachent que ce n’est pas un test et qu’il n’y a pas de bonnes ou mauvaises réponses. 3. La section “Dites-nous à propos de vous” au début du sondage peut être difficile à répondre pour certains élèves. Veuillez lire cette section à voix haute afin de vous assurer que tout le monde comprend. Vous connaissez vos élèves mieux que quiconque et si vous hésitez à propos de leur niveau de lecture, nous vous suggérons de lire toutes les questions du sondage à voix haute à vos élèves. 4. Le MDI prend environ une à deux période de classe à compléter. La section activité est un endroit naturel pour arrêter. Merci! Quoi de neuf pour le MDI? 1. Nous avons mis à jour les questions 5 à 7 concernant l’identité Premières Nations, Métisse et Inuite et les langues Premières Nations apprises et parlées à la maison. Nous avons ajouté une liste des langues des Premières Nations en Colombie-Britannique fournie par le First Peoples’ Cultural Council à la fin du sondage éducatif. Vous pouvez la consulter pour aider vos élèves à répondre à ces questions. 2. Nous avons retiré les questions concernant le poids et l’image corporelle et nous les avons remplacées par des questions concernant la recherche d’aide et le transport entre l’école et la maison (voir les questions 58 à 60). 2 Veuillez lire le texte ici-bas à voix haute à vos élèves avant de commencer le sondage! SCRIPTE DE CONSENTEMENT DES ÉLÈVES Indiquer aux élèves de cliquer sur l’onglet « débuter le sondage » afin de commencer. 3 Les élèves peuvent cliquer les boites à Cliquer sur l’onglet cocher afin de “suivant” sauvegarde confirmer qu’ils les réponses des comprennent le élèves et vous scripte de permet d’avancer à consentement. la page suivante. Veuillez lire la section démographique du sondage éducatif ainsi que les exemples de questions à voix haute à vos élèves. Après avoir complété la première section ils devraient être capable de continuer le sondage seul, bien que quelques-uns d’entre eux auront peut-être encore besoin de votre support. Vous connaissez vos élèves mieux que quiconque et si vous êtes inquiets à propos de leur niveau de lecture, nous vous suggérons de lire toutes les questions du sondage à voix haute à vos élèves. Si vos élèves ont des écouteurs, ils peuvent cliquer sur cette icône pour entendre les questions lues à voix haute. 4 Ces questions peuvent être difficile pour certains élèves. Veuillez lire les questions 1 à 8 à voix haute pour vous assurer que tout le monde comprend. Si les élèves vous demandent des questions à propos « d’une autre façon », répondez simplement de manière directe et en conformité avec ce que votre conseil scolaire enseigne en matière d’identité de genre tel que non-binaire, au genre non-conforme ou bispirituel. De manière alternative, une réponse possible pourrait être «certaines personnes peuvent se sentir comme un garçon ou une fille à l’intérieur, alors ils pourraient cocher ces cases; mais d’autres pourraient se sentir différemment et voudraient décrire leur genre d’une autre façon. Par exemple, je me sens comme les deux ou je ne me sens ni comme l’un ni comme l’autre ou encore je ne suis pas certain(e). » 5 Cette boite de texte apparaitra si un élève sélectionne « première nation ». Veuillez- vous référer à la liste au dos de ce guide pour des réponses communes à cette question si un élève vous demande de l’aide. Par exemple, « Cree » ou « Halq’emeyhem ». Si un élève sélectionne “langue aborigine” ou “autre”, ils peuvent inscrire le langage. Veuillez-vous référer au dos de ce guide pour des exemples de réponses communes à cette question si un élève vous demande de l’aide. Cette boite de texte apparaitra si un élève sélectionne « Premières Nations ». Veuillez-vous référer à la liste au dos de ce guide si un élève vous demande de l’aide. Par exemple, «Squamish” or “Tsleil-Waututh». Si un élève sélectionne « langages Premières Nations», ou “Autre”, ils peuvent inscrire le langage. Veuillez- vous référer au dos de ce guide pour une liste des langages Premières Nations en Colombie-Britannique exemples de réponses communes à cette question si un élève vous demande de l’aide. 6 7 Veuillez lire LES INSTRUCTIONS ET LES EXEMPLES DE QUESTIONS à voix haute pour vous assurer que tout le monde comprend. Les exemples de questions permettent aux élèves de s’exercer avec des questions positives et négatives. 8 Les élèves peuvent compléter le reste des questions seul et peuvent vous demander de l’aide au besoin. Vous pouvez lire toutes les questions à voix haute si vous êtes inquiets à propos de leur niveau de lecture. 9 10 11 12 13 14 15 16 17 18 19 20 21 22 Prière de rappeler aux élèves de ne pas utiliser de noms de personne lorsqu'on répond aux questions ouvertes. 23 Prière de rappeler aux élèves de ne pas utiliser de noms de personne lorsqu'on répond aux questions ouvertes. 24 Ce point dans le sondage est un endroit naturel pour arrêter. 25 Prière de rappeler aux élèves de ne pas utiliser de noms de personne lorsqu'on répond aux questions ouvertes. 26 27 Clarification suggérée : « Ces questions tentent de comprendre ce que vous faites pendant une semaine normale. Si la semaine dernière était différente de la normale (peut-être étais-tu malade ou ne pouvait pas aller à tes activités normales), veuillez répondre aux questions en pensant à votre plus récente semaine typique. » 28 29 30 Si un élève sélectionne qu’ils voudraient faire des activités supplémentaires, ils peuvent ajouter une activité et mentionner où ils aimeraient que cette activité prenne place. Prière de rappeler aux élèves de ne pas utiliser de noms de personne lorsqu'on répond aux questions ouvertes. 31 Prière de rappeler aux élèves de ne pas utiliser de noms de personne lorsqu'on répond aux questions ouvertes. 32 33 34 Les élèves cliquent pour finir le sondage et visionner la page d’aide aux élèves. Une demande d’aide sera envoyée à votre courriel de district, veuillez suivre le protocole de votre école pour aider les élèves. 35 Langues des Premières nations et autochtones en Colombie-Britannique Veuillez utiliser cette liste pour aider vos élèves à répondre aux questions 5, 6 et 7 dans la section d’introduction. Cette liste indique des langues des Premières nations et autochtones de la Colombie- Britannique. Les élèves peuvent indiquer des langues et des Premières nations de l’extérieur de la Colombie-Britannique. Source: First Peoples’ Cultural Council: http://www.fpcc.ca/language/language-map/ Geography Nation Language Northeastern BC West Moberly First Nations Nēhiyawēwin / Cree Fort Nelson First Nation Blueberry River First Nations Saulteau First Nations Northeastern BC Saulteau First Nations Anishnaubemowin / Ojibway / Plains Ojibway Interior Yekooche First Nation Dakelh / Carrier / Takulie / Takelne / Dakelhne / les Porteurs Ulkatchot'en (Ulkatcho First Nation) Tl'azt'en Nation Stellat'en First Nation Nazko First Nation Nadleh Whut'en (Fraser Lake Indian Band) Lhoosk'uz Dene Nation (Kluskus First Nation) Cheslatta Carrier Nation Wet'suwet'en First Nation Ts'il Kaz Koh / Burns Lake Takla Lake First Nation Saik'uz First Nation (Stoney Creek) Nak'azdli Band Lhatko Dene Nation (Red Bluff Band) Lheidli T'enneh Band Northeastern BC West Moberly First Nations Dane-Zaa / Beaver / Dunne-za / dʌnneza / Dane-zaa Záágéʔ Prophet River First Nation Doig River First Nation Salteau First Nation Halfway River First Nation 36 Geography Nation Language Blueberry River First Nation Northeastern BC Laird First Nation Danezāgé’ / Kaska / Kaska Dena Daylu Dena Council Dease River First Nation Northeastern BC Fort Nelson First Nation Dene K'e / Dene / Dene Tha' / Acha'otinne / Slave(y) Yukon Carcross Taagish First Nation Den k'e / Tagish South Coast Pacheedaht First Nation diiɁdiitidq / Ditidaht / Nitinat Vancouver Island Ditidaht First Nation Lake Cowichan First Nation South Coast Sliammon First Nation Éy7á7juuthem / Comox Sliammon / Mainland comox K'ómoks First Nation Klahoose First Nation Homalco First Nation Interior Sik-edakh (Glen Vowell) Gitsenimx̱ / Gitxsan / Gitxsen / Gitksan / Hazelton Gitwangak Band Council Gitanyow (Kitwancool) Band Coucil Kispiox Band Council Gitsegukla Band Gitanmaax Band Central Coast Kitasoo/Xaixais Nation Hailhzaqvla / Heiltsuk / Bella Bella / Heiltsuk-Oweek'ala Heiltsuk Nation Fraser Valley, Lower Yale First Nation Hul’q’umi’num’ / Mainland, South Halq'eméylem / hən̓q̓əmin̓əm̓ Coast, Vancouver Island xʷməθkʷəyə̓ m (Musqueam)
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