Whatever the programs, structures, Diploma of IT, or policies, what ultimately makes the difference is the relevance of the tasks proposed daily to the students. The search for an effective school is sometimes reduced to the quest for efficient methods or didactics. There are many other factors, but it would be just as simplistic not to concern ourselves with didactics and the teaching-learning process. The challenge of a systemic approach is precisely to intervene at all levels.
The educational sciences and Diploma of IT in didactics have placed the notion of learning situation at the center of reflection. This leads to redefining the role of the teacher as the organizer of fruitful learning situations. An ex-cathedra lesson can function as a fruitful learning situation, at least for some of the students. This remains to be demonstrat and above all to appeal to a greater variety of teaching and learning methods.
Two conditions are far from being constantly realized in contemporary schools
The first challenge is to build a theory of learning that is solid enough to guide the development of fruitful learning situations. It is certainly necessary to mobilize the students, which presupposes certain emotional security and activities that make sense. These two conditions are far from being constantly realize in contemporary schools. However, they are not enough. To learn, we must come up against cognitive obstacles that are both real and surmountable. Without obstacles, there is no learning, but there is no more if the task is out of reach.
Didactic rationality, therefore, consists first of all in proportioning the task to the means of the learner. This can do by empirical trial and error when it comes to a simple performance, for example jumping a bar set at a certain height. Even then, it remains very approximate without theoretical bases. In most subject areas, the relationships between the situation, and the task. The context and the learning are complex, especially the role. The teacher is not only to define the situation and the task but also to can make them evolve, reframe.
Important to develop in each discipline precise models
Them or quite simply intervene in them, to simplify or complicate them, support. Or de-support, redirect the work, facilitate it when appropriate, etc. It is therefore important to develop in each discipline precise models of the processes involved, both. In the accomplishment of the task and in the genesis of lasting learning.
Assuming that we know how to design the most fruitful learning situations for everyone. We still have to offer them while doing the same for all the other students. It’s a question of work organization. Giving a frontal course, then the same individual exercises. All students do not require very inventive class management.
As soon as tasks are includ in broader activities – projects, research, school Diploma of IT for example articulate in several phases, as soon. We alternate between working in sub-groups and pooling, as soon as the range of activities. As work contracts are widening, it becomes decisive to design and manage work. The organization that allows the sequence or the harmonious coexistence of multiple situations. The role of the organization of work is to make certain learning situations possible. And probable, and above all to allow them to be diversify according to the pupils.
read more: Does the use of computers/technology benefit the educational process?
