Par le biais du site Vitae du Chronicle of Higher Education, je découvre le site Pedagogy Unbound du chroniqueur David Gooblar, enseignant de littérature à la Mount Mercy University et au Augustana College. C’est un site proposant plusieurs techniques d’enseignement regroupés sous 23 catégories aussi variées que Beginning of Class, Academic Honesty, Problem Solving, Making Better Writers, Making a Syllabus, Getting Students to Talk, etc.
Dans sa plus récente chronique dans le Vitae, Gooblar s’inquiète du fait que tous les trucs d’enseignement qu’il propose fassent oublier que chaque étudiant est unique et que, par conséquent, aucune méthode ne peut convenir à tous:
“Although I strongly believe in the value of the teaching tips I write about, I worry sometimes that, as faculty members, we focus too much on what we do and not enough on who we’re doing it for. Too often when teachers try to integrate active learning into their classrooms, they merely replace lectures with discussions and creative in-class activities. The problem with lectures is not just that the teacher is the only one talking; it’s that the traditional lecture assumes that all students are the same: blank discs waiting to be filled up with new data. It’s undoubtedly a good thing to limit lectures and rely more on discussions and group work, both of which encourage students to take an active role during class time. But neither of those strategies does anything to resolve the one-size-fits-all problem.” (Gooblar, 2014)
Il enjoint les formateurs à questionner et à bien écouter leurs étudiants afin de mieux savoir ce qu’ils connaissent d’un sujet donné, quels sont leurs préconceptions, comment ils préfèrent apprendre, etc.
“No matter how ingenious a teaching strategy is, it will not work in all situations, with all students. We all need to do a better job of listening to students, learning about them, and working to find the best way to get through to them. We’re right to have high expectations and to ask them to go that extra mile in the service of our courses. It’s only fair that we do the same for them.” (Gooblar, 2014)
Encore cette résurgence d’une préoccupation pour la différenciation pédagogique?
Source: Gooblar, David, “In the Classroom, One Size Does Not Fit All“, Vitae, 19 novembre 2014
