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Principles of instruction

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les principes d'un enseignement efficacePrinciples of instruction

d'après Barak Rosenshine

Cette brochure est consacrée aux procédures d’enseignement les plus efficaces. Elle a été rédigée par Barak Rosenshine, chercheur émérite de l’université de l’Illinois d’Urbana-Champaign aux Etats-Unis dont les travaux ont été honorés par la Fédération Américaine des Professeurs et l’Association Américaine de Recherche en Education.

 

Mise à jour le Dimanche, 17 Mars 2013 21:16 Lire la suite...
 

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.
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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.
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- 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.
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- 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.
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Mise à jour le Dimanche, 17 Mars 2013 21:27
 

Beyond Singapore's Mathematics Textbooks - Focused and Flexible Supports for Teaching and Learning

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Beyond Singapore's Mathematics Textbooks - Focused and Flexible Supports for Teaching and Learning
Patsy Wang-Iverson, Perla Myers, Edmund Lim W.K., American Educator
Hiver 2009-2010

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Mise à jour le Dimanche, 17 Mars 2013 21:09 Lire la suite...
 

Ask the Cognitive Scientist - Is It True That Some People Just Can't Do Math?

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- Daniel T. Willingham
Ask the Cognitive Scientist - Is It True That Some People Just Can't Do Math?
American Educator

Hiver 2009-2010

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Mise à jour le Mercredi, 20 Mars 2013 08:37
 

A Meta-analysis of Mathematics Instructional Interventions for Students with Learning Disabilities: Technical Report

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A Meta-analysis of Mathematics Instructional Interventions for Students with Learning Disabilities: Technical Report
Russel Gersten, David J. Chard, Madhavi Jayanthi, Scott K. Baker, Paul Morphy, Jonathan Flojo, Instructional Research
2009

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Abstract

The purpose of this study was to use meta-analysis to synthesize findings from randomized control trials and quasi-experimental research on instructional approaches that enhance the mathematics proficiency of students with learning disabilities. A search of the literature from January 1971 to August 2007 resulted in a total of 42 interventions (41 studies) that met the criteria for inclusion in the study. We examined the impact of four categories of instructional components: (a) approaches to instruction and/or curriculum design, (b) providing formative assessment data and feedback to teachers on students’ mathematics performance, (c) providing formative data and feedback to students with LD on their mathematics performance, and (d) peer-assisted mathematics instruction. We first examined the effectiveness of each instructional component in isolation by determining unconditional stratified mean effects and heterogeneity. All instructional components except for student feedback with goal-setting and peerassisted learning within a class resulted in significant mean effects ranging from 0.21 to 1.56. We then examined the effectiveness of these same components conditionally, using hierarchical multiple regressions. We created a model to understand instructional variables that explain significant amounts of unique variance in outcomes. Two instructional components were associated with practically and statistically important increases in effect size – teaching students to use heuristics and explicit instruction. Limitations of the study, suggestions for future research, and applications for improvement of current practice are discussed.

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Mathematics Instruction for Students with Learning Disabilities or Difficulty Learning Mathematics - A Synthesis of the Intervention Research [K-12]

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Mathematics Instruction for Students with Learning Disabilities or Difficulty Learning Mathematics - A Synthesis of the Intervention Research [K-12]
Russel Gersten, David J. Chard, Madhavi Jayanthi, Scott K. Baker, Paul Morphy, Jonathan Flojo, Center on Instruction
05.2008

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This meta-analysis synthesizes experimental and quasi-experimental research on instruction that enhances the mathematics performance of students in grades 1-12 with learning disabilities (LD). For the purpose of this study, we defined mathematical interventions as instructional practices and activities that attempt to enhance the mathematics achievement of students with LD. In our analysis, we included only randomized controlled trials (RCTs) and quasiexperimental designs (QEDs) with clear evidence of pretest comparability.

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Mathematics Instruction for Students with Learning Disabilities or Difficulty Learning Mathematics - A Guide for Teachers [K-12]

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Mathematics Instruction for Students with Learning Disabilities or Difficulty Learning Mathematics - A Guide for Teachers [K-12]
Madhavi Jayanthi, Russel Gersten, Scott K. Baker, Center on Instruction
05.2008

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INTRODUCTION

Historically, mathematics instruction for students with learning disabilities and at-risk learners has not received the same level of consideration and scrutiny from the research community, policy makers, and school administrators as the field of reading. A recent review of the ERIC literature base (Gersten, Clarke, & Mazzocco, 2007) found that the ratio of studies on reading disabilities to mathematics disabilities and difficulties was 5:1 for the years 1996–2005. This was a dramatic improvement over the ratio of 16:1 in the prior decade. Even though this is far from a large body of research, sufficient studies exist to dictate a course of action.

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The Advantage of Abstract Examples in Learning Math

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The Advantage of Abstract Examples in Learning Math
Jennifer A. Kaminski, Vladimir M. Sloutsky, Andrew F. Heckler, Science (www.sciencemag.org), vol. 320, p. 454-455
04.2008

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Undergraduate students may benefit more from learning mathematics through a single abstract, symbolic representation than from learning multiple concrete examples.

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Effective Strategies for Teaching Students with Difficulties in Mathematics

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Effective Strategies for Teaching Students with Difficulties in Mathematics
Russel Gersten, Benjamin S. Clarke , National Council of Teachers of Mathematics , p. 454-455
07.2007

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Mise à jour le Dimanche, 17 Mars 2013 21:12 Lire la suite...
 



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