Summary of Barak Rosenshine Conférence partie 1

Summary of Barak Rosenshine's Conference Part 1

Main Ideas and Concepts:

History of Math Teaching:
Rosenshine presents a historical overview of math teaching practices from the 1950s to 2000, highlighting the evolving methods and the challenges faced in teaching mathematics effectively.
Conflict in Educational Approaches:
There is an ongoing conflict between romantic (child-centered, discovery-based) and empirical (teacher-centered, systematic) approaches to education. Research has shown that structured, teacher-directed instruction is more effective, especially for at-risk students.
Research Findings:
Despite extensive research supporting systematic instruction, many educators still favor romantic approaches, which often lack empirical backing. Historical studies, such as the First Grade Reading Study and Follow-Through, consistently found phonics and systematic approaches to be more effective than whole language or discovery methods.
Instructional Support:
Effective teaching involves providing students with scaffolding, prompts, and guided practice. Teachers should sequence material, minimize confusion, and ensure sufficient practice for mastery.
Cognitive Processing:
Background knowledge is crucial for effective learning. The difference between experts and novices lies in their ability to chunk information and recognize patterns. Overlearning and frequent review are necessary to ensure that knowledge becomes automatic, allowing students to focus on higher-order thinking.
Effective Teaching Practices:
Successful teachers employ explicit instruction, modeling, and systematic feedback. They maintain a brisk pace in lessons and ensure high success rates through careful planning and organization. Classroom management is also vital, with effective teachers establishing clear rules and routines from the start.
Current Trends and Recommendations:
The presentation critiques the romantic view of education and advocates for a balanced approach that prioritizes systematic instruction before engaging in experiential learning. Emphasizes the need for further research on effective teaching strategies, particularly for high-achieving teachers.

Methodology and Instructions:

Effective Teaching Strategies:
- Provide organizing structures (e.g., outlines, concept maps).
- Teach in small steps to avoid overwhelming students.
- Use guided practice to reinforce learning.
- Ensure a high success rate by checking for understanding frequently.
- Incorporate overlearning and regular review sessions to solidify knowledge.
- Provide explicit instruction before independent practice to prevent misconceptions.
Classroom Management:
- Establish clear rules and routines from the first day.
- Maintain consistent and fair discipline to maximize instructional time.
Research Recommendations:
Further investigate how effective teachers achieve high success rates and manage classrooms effectively.

Featured Speakers/Sources:

Barak Rosenshine: Main speaker presenting the historical and research-based analysis of teaching practices.
Jean Shaw: Referenced for her contributions to the understanding of effective reading instruction.
Marilyn Adams: Cited for her research supporting phonics in reading instruction.
Ken Goodman: Mentioned in the context of the whole language movement and its critiques.

This summary captures the essence of Rosenshine's presentation on teaching methodologies and the ongoing debates in educational practices, focusing on the importance of empirical research in shaping effective teaching strategies.

Notable Quotes

— 03:10 — « The problem is getting people to accept the results of the research. »

— 04:32 — « This conflict between a romantic approach to instruction and an empirical approach to instruction is not a question to be decided by more research. »

— 06:15 — « The traditional teacher-centered education works for children with learning difficulties because it provides more structure and more direct instruction than does a progressive child-centered approach. »

— 07:01 — « The losers in this conflict are children from less advantaged families. »

— 20:04 — « Ken Goodman is complaining that what he did to others is being done to him. »