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Master Thesis

La différenciation durant la passation des consignes scolaires : un moyen d'inclure les élèves en difficulté d'une classe de CM2

Abstract : Giving a school instruction that will be understood by all pupils is a difficult exercise, especially when you start as a teacher. So, through this study, it was discussed how to practice effective differentiation in the fifth grade when passing school instructions. The purpose was to include two pupils with special needs who had a quasi-systematic tendency to react to the giving of instructions with a “Mistress, I don’t understand” or “Mistress, I can’t do it”. The experimental method made it possible to test the effect of: the typology of the emitted school instruction, the climate and the conditions of its giving and its characteristics. A directional interview of the two target pupils and an observation grid contributed to the collection of data. The results showed an increased pupils willingness to enter and remain on the task without using “the absolute weapon of the helpless schoolboy” when the instruction is simple, is given in calm, reformulated by one of the target pupils and exemplified. This raises the issue of the pupils' emotional search for attention.
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Master Thesis
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https://dumas.ccsd.cnrs.fr/dumas-02154868
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Submitted on : Thursday, June 13, 2019 - 10:19:54 AM
Last modification on : Monday, September 23, 2019 - 1:20:25 AM

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Fiona Bastélica. La différenciation durant la passation des consignes scolaires : un moyen d'inclure les élèves en difficulté d'une classe de CM2. Education. 2019. ⟨dumas-02154868⟩

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