{"id":5862,"date":"2024-12-02T10:55:26","date_gmt":"2024-12-02T15:55:26","guid":{"rendered":"https:\/\/ssencressc.ca\/?p=5862"},"modified":"2024-12-02T17:12:22","modified_gmt":"2024-12-02T22:12:22","slug":"enquete-et-instruction-directe","status":"publish","type":"post","link":"https:\/\/ssencressc.ca\/fr\/enquete-et-instruction-directe\/","title":{"rendered":"Enqu\u00eate et instruction directe"},"content":{"rendered":"

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Enqu\u00eate et instruction directe<\/h1>\n

Risa Gluskin<\/span><\/p>\n

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Risa Gluskin est enseignante d’histoire mondiale et de r\u00e9ussite scolaire \u00e0 York Mills CI dans le conseil scolaire du district de Toronto et ancienne r\u00e9dactrice en chef de <\/span>Rapport<\/span><\/i>.<\/span><\/p>\n

Cet article a \u00e9t\u00e9 publi\u00e9 dans l\u2019\u00e9dition de janvier 2019 de Rapport.<\/em><\/p>\n

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Je n’ai pas \u00e9crit sur mes tentatives d’enqu\u00eate avec ma classe d’histoire mondiale de 11<\/span>e<\/span>\u00a0ann\u00e9e depuis octobre 2018, lorsque j’ai r\u00e9fl\u00e9chi aux perspectives historiques de la d\u00e9mocratie ath\u00e9nienne. Depuis, je suis en mode exp\u00e9rimental. Apr\u00e8s l’unit\u00e9 sur la Gr\u00e8ce et la Perse (ou peut-\u00eatre vers la fin, je ne me souviens plus tr\u00e8s bien), j’ai d\u00e9cid\u00e9 de changer consid\u00e9rablement les choses dans mon cours d’histoire.<\/span><\/p>\n

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Pourquoi ce changement?
<\/b>De plus en plus troubl\u00e9e par la diminution de l’attention de mes \u00e9l\u00e8ves, j’ai d\u00e9cid\u00e9 qu’il fallait trouver un moyen de susciter leur int\u00e9r\u00eat. En d’autres termes, je devais gagner la bataille contre leurs cellulaires. Comme je ne suis ni super cr\u00e9ative ni super excitante en tant qu’enseignante, j’ai d\u00e9cid\u00e9 de simplement d\u00e9placer les pupitres et de diviser les groupes en paires. C’\u00e9tait une t\u00e2che d\u00e9moralisante. J’avais fini par croire que le fait de s’asseoir en groupe \u00e9tait l’un des facteurs les plus importants du succ\u00e8s de l\u2019enseignement ax\u00e9 sur l\u2019enqu\u00eate. Il s’av\u00e8re que lorsque certains \u00e9l\u00e8ves me tournent le dos, ils sont encore plus susceptibles d’\u00eatre distraits par leur t\u00e9l\u00e9phone. Le sujet, aussi captivant soit-il (selon moi), ne peut rivaliser avec leur t\u00e9l\u00e9phone. Les \u00e9l\u00e8ves semblaient incapables de r\u00e9fl\u00e9chir \u00e0 un niveau profond (et critique) parce qu’ils n’\u00e9taient pas concentr\u00e9s. Le tournant s’est produit lorsque les \u00e9l\u00e8ves ont \u00e9t\u00e9 confront\u00e9s \u00e0 une enqu\u00eate sur les femmes grecques \u00e0 l’aide de sources principales. Ce qui aurait d\u00fb \u00eatre un d\u00e9fi int\u00e9ressant et ouvert (comme cela avait \u00e9t\u00e9 le cas dans les classes pr\u00e9c\u00e9dentes) s’est av\u00e9r\u00e9 \u00eatre un d\u00e9sastre. J’ai d\u00fb leur apprendre – directement et \u00e9tape par \u00e9tape – COMMENT penser. Je n’aurais pas d\u00fb \u00eatre choqu\u00e9e, mais je l’ai \u00e9t\u00e9. J’\u00e9tais d\u00e9vast\u00e9e.<\/span><\/p>\n

Que s\u2019est-il pass\u00e9 par la suite?
<\/b>Inutile de dire que la plupart des \u00e9l\u00e8ves n’\u00e9taient pas tr\u00e8s heureux de ce changement de place. Non seulement ils \u00e9taient maintenant par deux, mais ils \u00e9taient dans des paires que j’avais soigneusement choisies. Au d\u00e9but, j’\u00e9tais assez satisfaite de la nouvelle capacit\u00e9 des \u00e9l\u00e8ves \u00e0 se concentrer plus longtemps. Ce n’\u00e9tait pas parfait, mais le changement allait dans le bon sens. Ils ont pu terminer l’analyse de la source principale sur les femmes grecques avec beaucoup plus de concentration qu’auparavant et, pour la plupart, les notes \u00e9taient plut\u00f4t bonnes.<\/span>
<\/span>
<\/span>Plus important encore, j’ai simultan\u00e9ment d\u00e9cid\u00e9 de modifier ma m\u00e9thodologie d’enseignement maintenant que les \u00e9l\u00e8ves \u00e9taient en bin\u00f4mes. Je n’ai pas compl\u00e8tement abandonn\u00e9 l’enqu\u00eate, j’ai simplement ajout\u00e9 beaucoup plus d\u2019enseignement direct. Cette approche a pris un certain temps, mais je commence \u00e0 en voir les avantages.<\/span><\/p>\n

Ce que dit la recherche \u00e0 propos de l’enseignement direct combin\u00e9 \u00e0 l’apprentissage par enqu\u00eate<\/b>
<\/b>Il s’av\u00e8re que je faisais intuitivement quelque chose qui correspondait aux r\u00e9sultats de recherches r\u00e9centes. Cependant, je n’avais pas lu plus d’un ou deux titres sur l’enseignement direct combin\u00e9 \u00e0 l’apprentissage par enqu\u00eate. C’\u00e9tait plut\u00f4t quelque chose que je ressentais sur la base de mes 20 ans d’exp\u00e9rience. Comme toujours, le gourou de l’enqu\u00eate de mon \u00e9cole, Chris Meyer, a partag\u00e9 des recherches montrant clairement des donn\u00e9es qui confirment l’existence d’un \u00ab point id\u00e9al \u00bb o\u00f9 l’enqu\u00eate et l’enseignement direct se combinent pour am\u00e9liorer les r\u00e9sultats des \u00e9l\u00e8ves.<\/span>
<\/span>
<\/span>Pour ceux d’entre vous qui utilisent l’enqu\u00eate, vous avez probablement pressenti comme moi ce point id\u00e9al, ou du moins soup\u00e7onnez qu\u2019il existe, depuis un certain temps. L’une des principales pr\u00e9occupations des personnes qui enseignent pour la premi\u00e8re fois est de savoir comment aider les \u00e9l\u00e8ves qui ne comprennent pas les principes de base, sans parler des principes associ\u00e9s \u00e0 l’enqu\u00eate plus approfondie.<\/span>
<\/span>
<\/span>Eh bien les amis, je ne pense pas qu’il soit n\u00e9cessaire d’utiliser une formule scientifique. J’ai toujours pens\u00e9 que la cl\u00e9 de l\u2019enseignement r\u00e9ussi, et donc de l’apprentissage, est la vari\u00e9t\u00e9. Il est certain que l’enseignement ne doit pas reposer uniquement sur l\u2019intuition. Je suis donc heureuse de vous annoncer que mon intuition est soutenue par des recherches!<\/span><\/p>\n

Premi\u00e8res tentatives \u00e0 combiner l’enqu\u00eate et l’enseignement direct
<\/b><\/span>\"\"<\/b><\/b>Dans l’unit\u00e9 sur Rome qui a suivi le changement de place, j’ai encore essay\u00e9 d\u2019utiliser le processus d\u2019enqu\u00eate. Cependant, je l’ai associ\u00e9 \u00e0 ce que je pensais \u00eatre une quantit\u00e9 utile d’enseignement direct au d\u00e9but de l’unit\u00e9. Pour conserver l’esprit de recherche, j’ai plac\u00e9 les \u00e9l\u00e8ves dans des r\u00f4les d\u00e8s le d\u00e9but de l’unit\u00e9. Les r\u00f4les (patriciens, pl\u00e9b\u00e9iens, jury) se rapportaient \u00e0 notre futur proc\u00e8s des assassins de Jules C\u00e9sar. J’\u00e9tais persuad\u00e9e que l’enseignement direct pendant environ deux p\u00e9riodes au d\u00e9but de l’unit\u00e9 suffirait \u00e0 fournir des informations de base pour que les r\u00f4les des \u00e9l\u00e8ves aient un sens dans le contexte historique. Bien que mes \u00e9l\u00e8ves aient r\u00e9alis\u00e9 un excellent proc\u00e8s (\u00e9valuation comme apprentissage et pour l\u2019apprentissage), le test de fin d’unit\u00e9 a r\u00e9v\u00e9l\u00e9 de nombreuses lacunes dans leur apprentissage. Au d\u00e9part, j’ai \u00e9t\u00e9 tr\u00e8s d\u00e9\u00e7ue d\u2019eux. Mais apr\u00e8s r\u00e9flexion, je me suis rendue compte que je n’avais pas utilis\u00e9 l’enseignement direct de fa\u00e7on efficace. Je devais revenir beaucoup plus en arri\u00e8re pour renforcer l’enseignement direct. Il ne suffisait pas de l’avoir fait une fois et d’avoir fourni une pr\u00e9sentation PowerPoint qu’ils pouvaient consulter et v\u00e9rifier par la suite.
<\/span><\/p>\n

Efforts continus pour utiliser l’enseignement direct de fa\u00e7on plus efficace<\/b>
<\/span>Apr\u00e8s Rome, nous avons abord\u00e9 le module sur la Chine. Bien qu’elle ait commenc\u00e9 par une enqu\u00eate, cette unit\u00e9 a \u00e9t\u00e9 l’une que j\u2019ai enseign\u00e9e le plus directement depuis des ann\u00e9es. Je n’ai pas honte de le dire; c’\u00e9tait ce qui \u00e9tait requis \u00e0 ce moment. Non seulement j’\u00e9tais confront\u00e9e \u00e0 la question de l’enqu\u00eate, mais je devais aussi me battre pour que les \u00e9l\u00e8ves laissent de c\u00f4t\u00e9 leur t\u00e9l\u00e9phone. J’ai mis beaucoup plus de t\u00e9l\u00e9phones dans mon seau ce jour-l\u00e0. De plus, j’avais annonc\u00e9 aux \u00e9l\u00e8ves que je voulais faire un autre changement important : leur examen sur la Chine se ferait \u00e0 livre ferm\u00e9. Cela a \u00e9t\u00e9 un facteur de motivation suffisant, comme en t\u00e9moignent les notes relativement bonnes qu’ils ont obtenues \u00e0 la courte partie \u00e9crite du test.<\/span>
<\/span>
<\/span>Pour l’unit\u00e9 sur le Moyen \u00c2ge en Europe et la civilisation islamique, j’ai poursuivi l’enseignement direct avec quelques aspects d’enqu\u00eate ici et l\u00e0. L’astuce semblait \u00eatre de constamment renforcer ce que les \u00e9l\u00e8ves avaient appris, peut-\u00eatre en raison du fait que les \u00e9l\u00e8ves d’aujourd’hui retiennent peu de choses en raison de la fa\u00e7on dont ils utilisent leurs t\u00e9l\u00e9phones et acc\u00e8dent \u00e0 l’information si facilement. Je n’aurai pas de donn\u00e9es pour confirmer la r\u00e9ussite (ou l’\u00e9chec) de cette unit\u00e9 avant l’examen de fin janvier. <\/span><\/p>\n

En allant de l’avant<\/b>
<\/b>Je reconnais que je pourrais \u00eatre en train d’apprendre des le\u00e7ons r\u00e9gressives. J’esp\u00e8re que je ne suis pas en train de devenir une enseignante trop directe qui se contente de bavarder pendant que les \u00e9l\u00e8ves restent assis et absorbent passivement. Je dois me concentrer sur l\u2019objectif ultime : combiner un enseignement direct utile et r\u00e9p\u00e9t\u00e9 avec des exercices de recherche int\u00e9ressants et relativement difficiles.<\/span>
<\/span>
<\/span>Il n’est pas facile pour moi d’admettre \u00e0 quel point ces derniers mois ont \u00e9t\u00e9 p\u00e9nibles. J’ai tout remis en question : mes capacit\u00e9s en tant qu’enseignante, l’apprentissage bas\u00e9 sur l’enqu\u00eate et les t\u00e9l\u00e9phones!<\/span>
<\/span>
<\/span>Le prochain d\u00e9fi sera l’histoire mondiale de la 12<\/span>e<\/span> ann\u00e9e au prochain semestre, un cours que j’ai d\u00e9lib\u00e9r\u00e9ment con\u00e7u pour \u00eatre presque enti\u00e8rement bas\u00e9 sur l’enqu\u00eate. Je continuerai \u00e0 m’adapter.<\/span><\/p>\n

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Enqu\u00eate et instruction directe Risa GluskinRisa Gluskin est enseignante d’histoire mondiale et de r\u00e9ussite scolaire \u00e0 York Mills CI dans le conseil scolaire du district de Toronto et ancienne r\u00e9dactrice en chef de Rapport. Cet article a \u00e9t\u00e9 publi\u00e9 dans l\u2019\u00e9dition de janvier 2019 de Rapport.Je n’ai pas \u00e9crit sur mes tentatives d’enqu\u00eate avec ma […]<\/p>\n","protected":false},"author":14,"featured_media":5910,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"_et_pb_use_builder":"on","_et_pb_old_content":"

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Inquiry and Direct Instruction<\/h1>

Risa Gluskin<\/span><\/p>

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Risa Gluskin is a World History and Student Success teacher at York Mills CI in the Toronto District School Board and past editor of Rapport.<\/span><\/em><\/p>

This article appeared in the 2019 January edition of Rapport (OHASSTA).<\/span><\/em><\/p>

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I haven\u2019t written about my attempts at inquiry with my grade 11 World History class since October, 2018 when I mused about historical perspectives on Athenian democracy. Since then, I have been in experimental mode. After the Greece and Persia unit (or perhaps toward the end of it, I can\u2019t quite recall), I decided to switch things up considerably in my history class.<\/span><\/p>

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Why Switch Up?
<\/b>Becoming ever more disturbed by my students\u2019 diminishing attention spans, I decided that I needed a way to gain their attention. In other words, I needed to win the battle against their cell phones. Since I\u2019m neither super creative nor super exciting as a teacher, I decided to simply move the desks from groups to pairs. It was a disheartening task. I had come to believe that sitting in groups was one of the most important factors in successful inquiry-based teaching. It turns out that when some students\u2019 backs are to me, they are even more likely to be distracted by their phones. The subject matter, no matter how engaging (I thought) could not compete with their phones. The students seemed unable to think on a deep (and critical) level because they were so unfocused. The turning point came when the students were struggling on an inquiry into Greek women using primary source evidence. What should have been an interesting, open-ended inquiry challenge (as it has been in past classes) turned out to be a disaster. I had to teach them \u2013 directly and step by step \u2013 HOW to think. I shouldn\u2019t have been shocked, but I was.<\/span><\/p>

What Happened After?<\/b><\/p>

Needless to say, most students were not very happy about the seating switch. Not only were they now in pairs, they were in pairs carefully chosen by me. I was initially quite pleased with the students\u2019 newfound ability to concentrate longer. It wasn\u2019t perfect, but the change was taking their learning in the right direction. They were able to finish the Greek women primary source analysis with much more focus than before and, for the most part, the marks were pretty good.<\/span><\/p>

More importantly, I simultaneously decided to switch up my teaching methodology now that the students were in pairs. I didn\u2019t give up on inquiry entirely, I just added in a lot more direct instruction. It has taken a while, but I am beginning to see the benefits.<\/span><\/p>

What the Research Says About Direction Instruction Combined with Inquiry Learning
<\/strong>It turns out that I was intuitively doing something that matches with findings from recent research. However, I had not read more than a headline or two about direct instruction in combination with inquiry. It was more something I felt based on 20 years of experience. As ever, the inquiry guru at my school, Chris Meyer, shared research clearly showing data that supports a \u201csweet spot\u201d where inquiry and direct instruction combine to improve students\u2019 results.<\/span><\/p>

Those of us who have been trying inquiry have probably sensed this sweet spot, or at least a hint of it, for a while. One of the biggest concerns with inquiry from newbie teachers is how to support those students who don\u2019t comprehend the basics, let alone the deeper inquiry stuff.<\/span><\/p>

Well folks, I don\u2019t think it needs to be a scientific formula. Something I have always believed is that variety is the key to successful teaching, and thus learning. Certainly, teaching needs to be based on more than a hunch. I \u2018m happy to report that my hunch is backed up by research!<\/span><\/p>

\"\"<\/b><\/p>

Fir<\/b>st Efforts to C<\/b>ombine Inquiry and Direct Instruction
<\/b>In the Rome unit following the seating switch, I still tried to maintain an inquiry style. However, I paired it with what I thought would be a helpful amount of direct i<\/span>nstruction at the start of the unit. To keep the inquiry feel, I put the students into roles right at the start of the unit. The roles (patricians, plebeians, jury) related to our upcoming trial of the assassins of Julius Caesar. I was confident that the direct teaching for about two periods at the beginning of the unit would suffice to provide background information so that students\u2019 roles would make sense in the historical context. Though my students produced an excellent trial (assessment as and for learning), the end-of-unit test revealed many gaps in their learning. Initially I was very disappointed in my students. Upon further reflection, I realize that I didn\u2019t use direct instruction in an effective manner. I needed to circle back a lot more to reinforce the direct instruction. It wasn\u2019t enough to have done it once and to have provided a PPT they could always go back and check.<\/p>

Ongoing Efforts to Use Direct Instruction More Effectively
<\/b>After Rome we went to the China unit. Though it had a somewhat inquiry-based start, the unit was one of the most directly taught that I have done in years. I\u2019m not ashamed to say that; it was what was required at the time. Not only was I dealing with the inquiry issue, I was still battling to keep students\u2019 attention away from their phones. I put a lot more phones in my bucket that unit. It also didn\u2019t hurt that I had told students I wanted to make another big switch: their China quiz would be closed book. This was a sufficiently motivating factor as shown through their relatively solid marks on the short written portion of the quiz.<\/span><\/p>

For the Middle Ages in Europe and Islamic Civilization unit I continued the increased direct teaching with a few inquiry aspects here and there. The trick seemed to be to constantly reinforce what the students had learned, possibly owing to the fact that today\u2019s students have little retention because of way they use their phones and access information so easily. I won\u2019t have any data to indicate success (or failure) for this unit until the exam at the end of January.<\/span><\/p>

Going Forward
<\/b>I recognize that I could be learning some regressive lessons here. I hope I am not becoming too much of a direct teacher who just prattles away while students passively sit there and absorb. I must keep my eye on the prize: combining useful and repeated direct instruction with interesting and relatively challenging inquiry pieces.<\/span><\/p>

It is not easy for me to admit what a struggle the past few months have been. I have questioned everything: my abilities as a teacher, inquiry-based learning itself, phones!<\/span><\/p>

The next challenge will be grade 12 World History next semester, a course which I purposely designed to be almost totally inquiry-based. I will continue to adapt.<\/span><\/p>

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Risa Gluskin is a World History and Student Success teacher at York Mills CI in the Toronto District School Board and past editor of Rapport.<\/span><\/em><\/p>

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