Information about education provided online, with recent results of scientific research and useful information for teachers, parents, students and the general public. Contributing to an informed debate.
Marie Bocquillon works in the School Administration Institute at the University of Mons, in Belgium, where she trains future upper secondary school teachers and students enrolled in the Educational Sciences master’s degree.
She earned her PhD in Psychological Sciences and Educational Sciences, and her research focuses on initial teacher training, particularly on the observation of teachers' professional attitudes with regard to the literature on effective teaching. She also trains teachers in instructional effectiveness.
She manages the University of Mons website www.enseignementexplicite.be, which is dedicated to effective teaching and explicit instruction.
The advantages of explicit teaching
Research from last decades have shown that school plays a critical role in the achievement of students from disadvantaged social backgrounds and that the teacher’s pedagogical choices can be decisive for students’ academic achievement. Among the existing pedagogical orientations, two methods stand out and are frequently contrasted.
Clermont Gauthier
Teaching or confusing the students? What the research tells us about the idea that «the teaching method must be varied»
Belgium and several other countries are discussing the possibility to base pedagogical choices on the competencies approach, the discovery approach, and pedagogical differentiation. Based on recent research, Clermont Gauthier, Steve Bissonnette and Marie Bocquillon criticise those proposals, but they point out that the teacher's action must maintain a stable orientation and vary learning activities according to the subject and the students, and not because of the idea that it is necessary to vary.
Steve Bissonnette