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pratiques enseignantes éclairées par la recherche

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Apprentissage autonome

  1. Introduction à l'apprentissage autonome
  2. Former aux stratégies d’organisation et de gestion des ressources
    1. Usages des flashcards
    2. Planification et gestion du temps
    3. Prise de notes, lecture et relecture
  3. Former aux stratégies cognitives
  4. Former aux stratégies métacognitives

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  • Enseignement explicite
  • Gestion du comportement
  • Pédagogie
  • Motivation
  • Apprentissage autonome
  • Science de l'apprentissage
  • Pilotage
  • Psychologie
  • Tradition pédagogique lasallienne

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Didier Goudeseune :
Enseignant en sciences et mathématiques dans le secondaire en Belgique. N.B :

Le vocation de ce blog est d'être une modeste entreprise de vulgarisation, via une collection structurée de synthèses et de réflexions au départ de lectures, d'expériences et de projets personnels. L'enjeu est de documenter des pratiques enseignantes expertes éclairées par la recherche.

Pour paraphraser Franck Ramus et André Tricot : enseigner n'est ni un art, ni une science, mais une pratique et une ingénierie.

All articles are Copyright Didier Goudeseune from the date of publication. CC BY-NC-SA 4.0

"Educators who approach discipline as a process of establishing and maintaining effective learning environments tend to be more successful than educators who place more emphasis on their roles as authority figures or disciplinarians." Thomas Good & Jere Brophy, 2000

"In education, research standards have yet to be standardized, peer reviews are porous, and practitioners tend to be influenced more by philosophy than evidence." (Douglas Carnine, 2000)

“Words do not reflect the world, not because there is no world, but because words are not mirrors.” (Roger Shattuck)

"If our focus is on feedback, then all assessments are formative until students get it. When results show they get it, then the assessment becomes summative. "(Guskey, 2020)
"In teaching, a scientific base is currently available, at least in part, and can be further developed. Yet such scientific illumination does not diminish the need for artistry in teaching." N. L. Gage. "Scientific Basis of the Art of Teaching" (1978)

"If the learner hasn’t learned, the teacher hasn’t taught, and that it’s not a question of the learner’s ability, it’s a question of the teacher’s ability.." Siegfried Engelmann

"La qualité d’un système éducatif ne peut dépasser celle des enseignants qui y œuvrent" Barber & Moushed (2007)

"Memory is the residue of thought" Daniel T. Willingham

“If nothing has been added to long-term memory, nothing has been learned.” Clark, Sweller, Kirschner (2012)

"Using your memory, shapes you memory" Robert Bjork (2012)

“Learning happens when people have to think hard.” Rob Coe (2013)

"Everything works somewhere and nothing works everywhere" Dylan Wiliam

"La pensée qui n'est pas liée à l'accroissement de l'efficacité dans l'action et à la connaissance plus approfondie de soi et du monde dans lequel on vit, est défectueuse en tant que pensée" Dewey, Démocratie et Éducation (1916)

“In reality, those who repudiate a theory that they had once proposed, or a theory that they had accepted enthusiastically and with which they had identified themselves, are very rare. The great majority of them shut their ears so as not to hear the crying facts, and shut their eyes as not to see the glaring facts, in order to remain faithful to their theories in spite of all and everything” – Maurice Arthus, Philosophy of Scientific Investigation, 1921.
“..there is no such thing as a logical method of having new ideas, or a logical reconstruction of this process. My view may, be expressed by saying that every discovery contains ‘an irrational element’, or ‘a creative intuition’, in Bergson’s sense.“
Karl Popper. “Logic of Scientific Discovery” p32.

"The question is not whether one kind of teaching is inherently better than another but rather how teaching practices can be combined to create the ultimate in caring classrooms: those in which all students experience warm, welcoming, enriching and effective teaching" J.L. Goeke (2009)

"The reality is that parents send the best kids that they have to school; they do not keep the better ones at home." Tim Knoster (2014)

"If you don't know where you're going, you might wind up someplace else" Yogi Berra

"You can lead a horse to water, however, the only water that reaches his stomach is what he drinks." Ernst Rothkopf (1970) about learning

"The main job of school leaders is to improve the work performance of those they lead" Dylan Wiliam

'Great teachers have a drive to improve their impact and to collaborate with and support their colleagues to improve.' Rob Coe (2020)

A complete definition of what teachers do, then, might look like this: They portray curriculum content in a way that renders it comprehensible to naïve minds; For students who are not necessarily interested in learning; And whose grasp of the content is not readily visible to the teacher; And who are restless and easily distracted; In a way that satisfies the teachers’ personal needs. (Mary Kennedy, 2016)
"Tout voir, beaucoup prévenir et peu punir !" (Eléments de pédagogie pratique, Frères des écoles chrétiennes, 1901)

“The limits of my language mean the limits of my world.” Ludwig Wittgenstein

"Without an understanding of human cognitive architecture, instruction is blind" John Sweller

"One might say that a mastery of group management techniques enables a teacher to be free from concern about management" Jacob S. Kounin

"Understanding is memory in disguise" Daniel T. Willingham

"Many teachers do good work, but all too often on the basis of incorrect theories." Pedro De Bruyckere, Paul A. Kirschner & Casper Hulshof

"The purpose of feedback is almost always to improve the student, and not the work" Dylan Wiliam

"Plus abstraite est la vérité que tu veux enseigner, plus tu dois en sa faveur séduire les sens" Friedrich Nietzsche

"If you start telling teachers how to teach you're in a really troubling situation" John Hattie

"If we want to find ways to achieve greater utilization of organizational research, merely thinking about utilization cannot take us very far." Beyer & Trice (1982)

“walk the halls in the best schools in the world, and an indisputable pattern emerges: the difference between a good school and a great school is not seen in the strongest teachers; there are strong teachers in nearly every school. Instead, the gap can be found in the difference between the strongest teacher and the weakest one. If your strongest teacher is an island, then the rest are as well, stranded from the resource that could make them better. But if teachers across the school learn and replicate what’s working in the strongest teachers’ classrooms, you’ve built bridges between those islands- and everyone’s students will thrive”. Paul Bambrick-Santoyo
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