Étayage et différenciation pédagogique

Abstract : The initial questioning of our analyzes was based on the difficulty of apprehension of instructions and expected tasks by all students. Following the reading of authors such as Bruner, Bucheton, Soulé or Meirieu, it appeared that this question was related to issues related to educational differentiation as defined by Meirieu. We have thus formulated the hypothesis that support, by its individualization, could be a lever for this differentiation. How can scaffolding be a springboard for struggling students to enable them to perform similar tasks to other students? Thanks to the analysis and comparison of sessions where the differentiation was the object of clear objectives and implementation bias with sessions without having defined these objectives, we were able to observe different phenomena. Thus, the set of shoring postures as well as the individualization of the structural shoring can constitute springs of the effective pedagogical differentiation.
Document type :
Master Thesis
Complete list of metadatas

Cited literature [6 references]  Display  Hide  Download

https://dumas.ccsd.cnrs.fr/dumas-01823101
Contributor : Bibliothèque Inspé Académie Nantes <>
Submitted on : Monday, June 25, 2018 - 5:12:50 PM
Last modification on : Wednesday, September 18, 2019 - 1:28:31 AM

File

Nantes_JOULAIN_Baptiste_TOUGER...
Files produced by the author(s)

Identifiers

  • HAL Id : dumas-01823101, version 1

Citation

Baptiste Joulain, Morgan Tougeron. Étayage et différenciation pédagogique. Education. 2018. ⟨dumas-01823101⟩

Share

Metrics

Record views

135

Files downloads

1377