In his TIPS post of 8 Apr 2005 14:31:47+0200 titled "Re: efficient teaching methods" Phil Gervaix wrote [slightly edited; bracketed by lines GGGGG. . . . . . ."):
GGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGG In my TIPS post "Efficient teaching methods" of 8 March 2005, I mentioned a Canadian report published by Laval University. I gave an English translation of the title as "Which Pedagogies Are Efficient?" but the report is actually in French and the original reference is: Gauthier C, Mellouki M & al. (2004). "Interventions p�dagogiques efficaces et r�ussite des �l�ves provenant de milieux d�favoris�s: une revue de la litt�rature" . . . .[Could any French linguists offer a good translation?]. . . online at <http://www.fqrsc.gouv.qc.ca/recherche/pdf/rapp-crcfe.pdf>. (2.9 MB !), or download from <http://www.fqrsc.gouv.qc.ca/recherche/index1.html>.)
An off list mail from Clermont Gauthier informed me that the report was spotted by a political foundation in France who asked him if they could publish the report on their site, with another title. The mirror version has a new title; "Quelles sont les p�dagogies efficaces? Un �tat de la recherche" . . . [Could any French linguists offer a good translation?]. . . <http://www.fondapol.org/pdf/Pedagogies_efficaces.pdf> or download at <http://www.fondation-politique.com/projet-enseignement.jsp>
Hope this helps. GGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGG
Many thanks to Phil Gervaix for the very complete bibliographic information.
I note that at Google's English translation of (evidently) Gauthier's homepage <http://translate.google.com/translate?hl=en&sl=fr&u=http://crifpe.scedu.umontreal.ca/html/gauthier.shtml&prev=/search%3Fq%3D%2522Clermont%2BGauthier%2522%26hl%3Den%26lr%3D%26ie%3DUTF-8%26sa%3DGas>:
(a) Clermont Gauthier is listed as a "Professor in Psychopedagogy,"
(b) the full Gauthier et al. reference is given as:
Gauthier, C, Mellouki, Mr., Simard, D., Bissonnette, S., Richard, Mr. 2004 (to appear). "Effective teaching interventions and school success." Quebec: Presses of the Laval University.
I gather that at Laval University "Mr." (as in Mr. Mellouki) signifies an academic of lower rank than professor [please correct me if I'm wrong].
I like Google's translation of the Gauthier et al. title as "Effective teaching interventions and school success," more than Phil Gervaix's suggested "Which Pedagogies Are Efficient?"
The adjective "effective" CAN mean capable of ENHANCING STUDENT LEARNING in conceptually difficult areas, whereas the adjective "efficient" could mean "covering" (but not necessarily "uncovering") the largest amount of material in the least possible time, as in the "standard relativistic model of physics instruction" that's ". . . based on the premise that, if one starts with an E - N - O - R - M - O - U - S breadth of subject matter but passes it by the student at sufficiently high velocity, the Lorentz contraction will shorten it to the point at which it drops into the HOLE which is the student mind" [Arnold Arons]. For a cartoon version of this traditional direct instruction method in physics see Hake (2000).
Or, even worse, "efficient instruction" could mean obtaining the highest possible average SET rating with the least amount of effort [SET = Student Evaluation of Teaching]. Unfortunately SET ratings for a course are sometimes negatively correlated with the cognitive impact of that course, as measured by pre/post testing using valid and consistently reliable tests devised by disciplinary experts [Hake (2002)].
No doubt "direct instruction" is, in the above two senses, usually more efficient than "guided inquiry" [Alberts (2000)], "interactive engagement" [Hake (1998a)], or "knowledge-based constructivism" [Resnick & Hall (1999)].
I downloaded <http://www.fqrsc.gouv.qc.ca/recherche/pdf/rapp-crcfe.pdf>. Although my French is rusty, a quick scan shows that the bibliography (much of which is in English) is heavily oriented towards Direct Instruction and its champions such as Douglas Carnine, Siegfried Engelmann, Bonnie Grossen, and E.D. Hirsch. The bibliography is almost totally lacking in references to EFFECTIVE (not "efficient") science teaching.
Judging from the bibliography of Gauther et al., the authors are evidently oblivious of the mountain of evidence for the superiority of "interactive engagement" or "guided inquiry" or "knowledge-based constructivism" methods over direct science instruction in conceptually difficult areas of science, as recently summarized in Hake (2005), Sections II and III.
Richard Hake, Emeritus Professor of Physics, Indiana University 24245 Hatteras Street, Woodland Hills, CA 91367 <[EMAIL PROTECTED]> <http://www.physics.indiana.edu/~hake> <http://www.physics.indiana.edu/~sdi>
REFERENCES Alberts, B. 2000. "A Scientist's Perspective on Inquiry" in "Inquiry and the National Science Education Standards: A Guide for Teaching and Learning, National Academy Press; online in HTML at <http://books.nap.edu/catalog/9596.html>.
Hake, R.R. 1998a. "Interactive-engagement vs traditional methods: A six-thousand-student survey of mechanics test data for introductory physics courses," Am. J. Phys. 66: 64-74; online as ref. 24 at <http://www.physics.indiana.edu/~hake>, or simply click on <http://www.physics.indiana.edu/~sdi/ajpv3i.pdf> (84 kB).
Hake, R.R. 1998b. "Interactive-engagement methods in introductory mechanics courses," online as ref. 25 at <http://www.physics.indiana.edu/~hake>, or download directly by clicking on <http://www.physics.indiana.edu/~sdi/IEM-2b.pdf> (108 kB). A crucial companion paper to Hake (1998a).
Hake, R.R. 2000. "What Can We Learn from the Physics Education Reform Effort?", ASME Mechanical Engineering Education Conference: Drivers and Strategies of Major Program Change, Fort Lauderdale, Florida, March 26-29; online as (a) ref. 9 at <http://www.physics.indiana.edu/~hake/>, or (b) download directly by clicking on <http://www.physics.indiana.edu/~hake/ASME-040300e.pdf> (436 kB)]; or (c) as HTML plus video at <http://hitchcock.dlt.asu.edu/media2/cresmet/hake/>.
Hake, R.R. 2002. "Re: Problems with Student Evaluations: Is Assessment the Remedy?" available in pdf form as ref. 18 at <http://www.physics.indiana.edu/~hake> [or simply download by clicking on <http://www.physics.indiana.edu/~hake/AssessTheRem1.pdf> (72 kB) and as HTML at <http://www.stu.ca/~hunt/hake.htm>.
Hake, R.R. 2005. "Will the No Child Left Behind Act Promote Direct Instruction of Science?" Am. Phys. Soc. 50: 851 (2005); APS March Meeting, Los Angles, CA. 21-25 March; online as ref. 36 at <http://www.physics.indiana.edu/~hake>, or download directly by clicking on <http://www.physics.indiana.edu/~hake/WillNCLBPromoteDSI-3.pdf> (256 kB).
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