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Educational Activity DUCATIONAL ^|TIV Présent Practices and Ways /' . -// :J Conseil supérieur de l'éducation Québec /JL^s. ni^ e^, s 7 A ///%:/ -t-/. ^!t. A EDUCATIONAL ACTIVITY Présent Practices and Ways of Renewal Report 1981-1982 '-i l- » Transiated from Rapport 1981-1982 L'activité pédagogique ratiques actue es et avenues de renouveau Québec 1982 ISBN 2-550-05926-3 Dépôt légal: deuxième trimestre 1983 Bibliothèque nationale du Québec ^^ 69 fi 1//^^/Sâ ^y. ^U ^ Conseil supérieur de 1'éducation EDUCATIONAL ACTIVITY Présent Practices and Ways of Renewal Report 1981-1982 Editeur officiel Québec <£5 57 ^ '/^y^ .-e-y . ^<a_ Québec, November 1982 Thé Honourable Claude Vaillancourt Thé Speaker of thé National Assembly Government of Québec Mr. Speaker: l hâve thé honour to présent to you thé Report 1981-1982 of thé Supenor Councit of Education. In conformity with Article 9 of thé Superior Councit of Education Act, this report gives an account of thé Council's activities and deals with thé state and needs of éducation in Québec. Yours sincerely, Camille Laur-in Ministre de 1'Education Sainte-Foy, November 1982 Thé Honourable Camille Laurin Ministre de 1'Education Government of Québec 1035, de la Chevrotiëre Québec (Québec) G1R 5A5 Sir In conformity with Article 9 of thé Superior Council of Education Act, l hâve thé honour to présent co you thé Report concerning thé activities of thé Council and thé state and needs of éducation in Québec. Please permit me to draw your attention to thé fact that in 1981-1982 thé Council's report covers a single topic, that of thé Educational Activity. In its studies thé Council bas solicited and obtained thé collaboration of numerous organizations and persons from ail ranks of sodety. Thé members of thé Council and of its constituent bodies trust that you will find their observations and recommendations useful. Yours sincerely, Claude Benjamin Chairman TABLE 0F CONTENTS INTRODUCTION PART ONE - DIVERSITY IN CURRENT PEDAGOGIC PRACTICES CHAPTER l -TEACHING IN THE ELEMENTARY SCHOOL l. Teaching which is Général1y Traditional 7 n onty o roup nstruction 7 A Certain Dependence on Authority 9 Teaching which is, Nevertheless, Humanized 12 2. Favourable Conditions 14 Thé 1. 1 ass Teacher 14 Pédagogie Animation is not thé Same Everywhere 15 Limited Parent Involvement 18 3. Educational Initiatives and Experiments 20 Renewa o Tra itiona Met o s 20 Changes in Teaching Methods 22 4. Question for Study and Action 24 Thé Distribution of Subjects and thé Education of thé whole Child 24 Thé Intégration of Pupils with Problems 26 Teaching in Economically Deprived Areas 29 SUMMARY 31 CHAPTER 2 - TEACHING SECONDARY SCHOOL ADOLESCENTS 33 1. Teaching Based on Subject Matter 33 Its Principal Characteristics 33 Some Variations 36 2. -Thé Influence of Teaching by Objectives 37 First Signs 37 Interrelated Steps in Educational Planning 40 3' TheM^ULS e^°Lstudy and-their peda909ic E^ension 43 Course ut_ines more pecific 43 Extension of thé Course of'Studïes 45 4. Thé Prédominance of Administrative Considérations 46 5. Areas for Discussion and Action n ications o enewa 49 49 Ways toward Intégration 50 Pegagogy in thé Vocational Sector 52 SUMMARY 53 CHAPTER 3 - TEACHING METHODS AT THE COLLEGE LEVEL 57 1. Spnngtime for thé Cegeps: Gréât Varu of Teaching Methods 57 2- shan"9 of t rHe. ^, ngcT^?2ctiï?erd I"n°ïation- 58 3. Thé Current Situation Attitudes and Mentalities 63 Jhe Adaptation^of Teaching and 63 Teaching Matenals 66 68 In-service Traimng 68 Thé Rôle and Influence of thé Students 69 4. Technical Traimng and 1ts Teaching Methods 71 5. Areas of Possible Renewal 74 SUMMARY 75 CHAPTER 4 - Methods in Adult Education 77 1. Général Education 77 2. Adult Literacy 80 3. Popular Education 81 4. Thé Vocational Training of Adults 84 5. Questions for Study Kesponse to Needs as Difficulty and as Pn'onty 87 Thé Perspective of Continuing Education 88 SUMMARY 90 CHAPTER 5 - UNIVERSITY TEACHING 91 1. Thé Prodominance of Lecturing (enseignement magistral) 91 Common Practice 91 Teaching Experiments 93 2. Examp'les of Discussion and Pegagog-ical Animation 94 University Teaching Services 94 A Precarious and Difficutt Situation 95 3. Thé Context of thé Rrofessor-student Relationship 96 Thé Importance of thé Status and Nymber of Students 96 A Displacement of Student Contestation 98 4. Practical Traimng and îeaching 99 5. Changes that may be foreseen 101 6. Possible Orientations 103 SUMMARY 105 PART TWO - AVENUES FOR THE RENEWAL 0F TEACHIHG 107 CHAPTER 6 - THE IMPLICIT EFFECTS 0F TEACHING m Thé Implicit Transmission of Values m Thé Question of Power 113 Thé Pupil and thé Concept of Normality 114 Student Problems: A Challenge to Pédagogie Practice 116 SUMMARY 118 CHAPTER 7 - Main Currents in Educational Thought 119 1. In Retrospect 119 Some Activist and Humam'stic Pédagogie Trends 119 . Actiyist and Coopérative Pedagogy 119 . Thé Orgamc Conception of Education 121 Open Pedagogy 122 Fur-ther Confirmation of thèse îrends 123 Other- Trends 125 Thé «Systematics Model 125 . Thé Pedagogy of Awareness 126 Recent Clarification of thé Principal Pegagogic 127 Models 2. whaî. îs. at. stake in the 6hoice of Pédagogie Models 130 Dependence and Partial Autonomy^of' 130 Pluralism an Asset 132 Educational Models and Soc-ial Projects 134 SUMMARY 140 CHAPTER 8 - ESSENTIAL ATTITUDES FOR ANY PEDAGOGIC PRACTICE 143 '. ^l^^^^en Att1tudes and"-'" 143 2. Communication and Pedagogy 145 3. Confidence and Mastery Learning 146 4. A Helping Attitude 148 5. Non-directivity and Teaching 150 6. From Classroom to School 152 7. Development of Attitudes and Pédagogie Efficiency 155 SUMMARY 156 CHAPTER 9 - EFFECTIVE PEGAGOGY 159 1. Effective Pedagogy: Meaning and Conditions 159 What 1s meant by Effective Pedagogy 159 Some Necessary Conditions 160 2. Behind thé Closed Classroom Door, and beyond 162 Effectiveness in Terms of a Perspective of Personalization 162 In a Homogeneous or Heterogeneous Group 162 Maki'ng Learm'ng Relevant 164 Styles of Learning and Diversified Approaches 165 Formative Evaluation and Individual Growth 167 Readily Available Pédagogie Approaches 170 . Thé Project Method 170 . Workshops 172 Mutual or Peer Group Instruction 173 . Team Teach-ing 174 . Thé Tutorial System 175 Methods with a Techm'cal Basis 176 . Programmed Learning 177 Modular Instruction 178 Multi-media Instruction 179 . Télématique 180 3. Effective Pedagogy: Everybody's Business 182 Meeting of Teachers for Educational Purposes 182 Thé Common Schoot or «thé School withing thé School» 184 Support for Pedagogy and Pédagogie Support for Pupils 187 Pédagogie Renewal and thé Environment 189 Thé Course of Study and Pedagogy 192 Thé Régimes Pédagogiques: Methûds and Attitudes 195 Labour Relations and thé Daily Task 198 SUMMARY 201 CHAPTER 10 - THE SCHOOL AND THE FUTURE 0F A SOCIETY 203 1. Thé Temptation to Reduce Education to Instruction 203 2. Soc^ety^s Problem and Educational Challenges 205 Thé Struggleagainst Social Inequality" 205 Education and Social Change ' ' 210 A Society Confr-onted with'the Problem of Violence 213 For an Open School in a Welcoming Society 214 3. To Instruct/Educate for what Kind of Future? 215 CONCLUSION 217 APPENDIX 1 Membership of thé Conseil in 1981-1982 221 APPENDIX 11 Individuals and Organization Received by thé Conseil and thé Annual Report Committee 229 APPENDIX 111 - Bibliography 233 INTRODUCTION In its last Report", thé Conseil discussed thé social function of educational institution whose spécifie rôles are to educate and to instruct. In that context, thé teaching institution is called upon to develop thé individual and to prépare thé dt-izen; 1t transmits a cultural héritage while attempting to change society; 1t focusses on groups as well as on individuals; it involves itsel-f in thé réduction of inequalities without neglecting thé training of élites. It encourages thé development of local educational projects within thé framework of thé national project. In thé conclusion to that Report thé Conseil announced its intention of continuing its work on another topic, that of thé practice of teaching, by an examination of what goes on in thé classroom between teacher and pupils. This considération of teaching activity is thé basis for thé Conseil's Annual Report for 1981-1982. More than ten years after carrying out a similar study of thé aims of éducation", thé Conseil proposes to concentrate its attention on thé practice of teaching. Thé. pftsue.nt ^tu.dy >u, ^yitwde. d to Ue. nïi^ij that whic-h dvteAm^nu, 0^1 thjat whÂ.ch tb'/îU^, p^.u>wt p^ac- .fccce^ and whic. k c. oivt^ibatu to theÀA ofîÀ. e.yitsution on. >unp/tovm&nt. 1. Conseil supérieur de Tëducation, Annual Report 1980-1981, Vol. II, Thé Social Function of Educationa 'nstitutions 2. Conseil supérieur de Téducation, Annual Report 1969-1970, Educational Activity. 1 Thé Conseil lays no daim to presenting an exhaustive description of thé last ten years' teaching activity throughout thé school System. Nor has it any intention of measunng thé impact of Educational Activity 1969-1970 on daily activities at every level and in every sector of teaching. Thé Conseil has set itself thé task of identifying thé main characteristics of teaching activity and of defim'ng those factors which tend to stimulate current practice by means of those methods which hâve served, up to now, in its observation of Québec affairs. Thé Conseil's délibérations are based, first of ail, on thé testi- mony of many witnesses, on briefs submitted by many persons and groups involved in educational institutions, and on thé results of discussions with people on thé spot. To thèse concrète observations must be added thé analysis of data from thé reports and publications of thé analysis workers, thé statistics of thé Ministère de TEduca- tion, thé laws and régulations, collective agreements, courses of study and régimes pédagogiques.
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