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Compilation Barak Rosenshine

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Compilation de textes de Barak Rosenshine

Barak Rosenshine est professeur émérite en psychologie cognitive et en sciences de l'éducation à l'Université d'Urbana-Champaign (Illinois - États-Unis). C'est le "père" de l'enseignement explicite. Il en formalise les étapes dès 1976 en étudiant les résultats du projet Follow Through. Une étude publiée en 1983 précèdera les trois grands textes fondateurs parus en 1986. Barak Rosenshine a continué ses travaux par la suite. En raison du grand nombre de ses contributions, nous ne mentionnons qu'une étude très récente publiée en 2007.

 


- Barak Rosenshine
Synthèse de la recherche sur l'enseignement explicite

Traduction de Synthesis of Research on Explicit Teaching par Claire Mouhot

06.2010

 

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12.00 Normal 0 21 false false false FR X-NONE X-NONE La recherche sur les pédagogies efficaces conduite depuis 1974 a permis de dégager un modèle pédagogique particulièrement utile pour enseigner certains contenus ou des compétences bien précises. Ce modèle est une méthode systématique qui présente le matériel par étapes, qui s'assure régulièrement de la compréhension des élèves, et qui encourage une participation active et positive de tous.
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- Barak Rosenshine
Five Meanings of Direct Instruction
Center of Innovation & Improvement (site internet)
2008

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Direct instruction refers to instruction led by the teacher, as in “the teacher provided direct instruction in solving these problems.” But if one enters “direct instruction” into an ERIC (Educational Resources Information Center) search, one finds that the term has appeared with a variety of meanings, some general and some specific, some positive and some negative.
This problem occurs because direct instruction, and terms such as direct teaching and explicit instruction, has both a general meaning and a specific meaning. The general meaning refers to any instruction that is led by the teacher regardless of quality. However, as will be discussed, the term direct instruction also has three specific uses: (a) the instructional procedures that were used by the most effective teachers, (b) the procedures that were used in experimental studies where students were taught cognitive strategies to use in reading or writing, or (c) the instructional procedures that are used in Distar classrooms.
These different meanings create a problem for the reader when authors do not specify the specific meanings they are using. And often, even authors are not aware that the term direct instruction has these different meanings.
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- Barak Rosenshine
Systematic Instruction
in T. L. Good (Ed.) 21st Century Education: A Reference Handbook (California: SAGE Publications)
08.2007

 

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The research on effective teaching conducted since 1974 has revealed a pattern that is particularly useful for teaching explicit skills or a body of content.  This pattern, which might be called systematic instruction (Katz, 1994) is a systematic method of teaching new material, a method that includes presenting material in small steps, pausing to check for student understanding, and requiring active and successful participation from all students.
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- Barak Rosenshine et Robert Stevens
Teaching Functions

in M.C. WITTROCK (dir.), Handbook of Research on Teaching, 3e éd., New York, Macmillan, p. 376-391.
1986

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In recent years our understanding of successful teaching has increased considerably. There have been numerous successful experimental studies in which teachers have been trained to increase the academic achievement of their students. In these studies, which have taken place in regular classrooms, one group of teachers received training in specific instructional procedures and one group continued their regular teaching. In the successful studies, the teachers implemented the training and their students had higher achievement and/or higher academic engaged time than did students in the classrooms of the untrained teachers.
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- Barak Rosenshine
Vers un enseignement efficace des matières structurées

in Marcel CRAHAY et Dominique LAFONTAINE, L’art et la science de l’enseignement, Éditions Labor (coll. Éducation 2000), p. 81-96
1986

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12.00 Normal 0 21 false false false FR X-NONE X-NONE MicrosoftInternetExplorer4 La recherche sur les pédagogies efficaces conduite depuis 1974 a permis de dégager un modèle pédagogique particulièrement utile pour enseigner certains contenus ou des compétences bien précises. Ce modèle est une méthode systématique qui présente le matériel par étapes, qui s'assure régulièrement de la compréhension des élèves, et qui encourage une participation active et positive de tous.
[lire la suite sur le document pdf]


- Barak Rosenshine
Synthesis of Research on Explicit Teaching
Educational Leadership, p. 60-69
04.1986

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The research on effective teaching conducted since 1974 has yield­ed a pattern of instruction that is particularly useful for teaching a body of content or well-defined skills. This pattern is a systematic method for presenting material in small steps, pausing to check for student under­standing, and eliciting active and suc­cessful participation from all students.
[lire la suite sur le document pdf]


- Barak Rosenshine
Teaching Functions in Instructional Programs
The Elementary School Journal, Volume 83, Number 4, march 1983
1983

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In the past 5 years our knowledge of suc­cessful teaching has increased consid­erably. There have been numerous suc­cessful experimental studies in which teachers have been trained to increase the academic achievement of their students. In these studies, which have taken place in regular classrooms, one group of teachers received training in specific instructional procedures, and one group continued their regular teaching. In the successful studies the teachers implemented the training, and, as a result, their students had higher achievement and/or higher academic engaged time than did students in the classrooms of the untrained teachers.
[lire la suite sur le document pdf]


- Barak Rosenshine
Recent research on teaching behaviors and student achievement
Journal of Teacher Education
,, vol. 27 n° 1, p. 61-64
Printemps 1976

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Although studies on teacher behaviors and teacher effects have been reported since 1940, the modern era of this research began in 1957 with the work of investigators such as Flanders, Medley, and Mitzel. Even since then, the number of studies has been small. Fewer than 25 studies have been conducted on any specific variable such as teacher praise or teacher questions, and these studies are spread across all grade levels, subject areas, and student backgrounds.
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- Barak Rosenshine
Synthesis of Research on Explicit Teaching
Educational Leadership, p. 60-69
04.1986

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The research on effective teaching conducted since 1974 has yield­ed a pattern of instruction that is particularly useful for teaching a body of content or well-defined skills. This pattern is a systematic method for presenting material in small steps, pausing to check for student under­standing, and eliciting active and suc­cessful participation from all students.
[lire la suite sur le document pdf]

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