La passation des consignes et l’engagement des élèves : un enjeu central pour une aproche inclusive de l’apprentissage coopératif

Abstract

While schools are faced with increasing recognition of the diversity of the pupils they cater for, teachers must change their teaching practices to enable everyone to progress. Transmissive pedagogy is gradually being abandoned because it does not meet current needs, and is being replaced by more active pedagogies in which cooperative learning is part. We can wonder how to implement an efficient cooperative learning situation and how to take advantage of these cooperative working methods in order to take into account the diversity of pupils and aim at the inclusion of each of them. The research method chosen is the Lesson Studies. It cyclically combines research contributions with classroom session design and classroom teaching experience. For three years, it brought together novice and experienced cross-grade teachers of ESL in France and then led to exchanges between European teachers. The results of the study showed that giving instructions in by using a demonstration in the target language removed difficulties in understanding and entering the activity, while the use of homogeneous groups allowed the expression of pupils with learning difficulties and could be beneficial to the development of academic skills over a period of time.