L’enseignement explicite:

Gauthier, Clermont

doi:10.2307/j.ctv224v143.6

Cited by 3 publications

(8 citation statements)

References 0 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…An explicit teaching model has been adopted to promote participants' motivated involvement, and learning transfer to real-life situations. This teaching model involves explicitly explaining to participants the objectives of the intervention and the individual sessions, as well as reasoning stages, here in the form of brainstorming and activities (Bressoux, 2022;Gauthier et al, 2013;Reeve, 2017).…”

Section: Interventionsmentioning

confidence: 99%

“…Active participation is assumed to foster focused attention (Wyman et al, 2021) and deep information construction, manipulation (Chi & Wylie, 2014;Mayer, 2002;Rudolph, 2017), and retrieval (Bjork & Bjork, 1992;Tenison et al, 2016Tenison et al, , 2016. Giving participants an active learning in learning content has been identi ed as an important learning factor, in both educational and clinical settings (e.g., Conley et al, 2015;Gauthier et al, 2013;Scholz et al, 2023).…”

Section: Interventionsmentioning

confidence: 99%

“…Moreover, activities will allow students to apply the tools they have learned to their own, relevant, real-life situations, to enhance personalization and appropriation in learning (Klim, 2022;Michelson et al, 2020;Scholz et al, 2023). Finally, participants will be asked to complete home assignments that reproduce in-session activities in new real-life personal situations, to further support repeated learning, transfer, and automatization (Bressoux, 2022;Gauthier et al, 2013;Kazantzis et al, 2018).…”

Section: Interventionsmentioning

confidence: 99%

“…Aids are intended to 1) cognitively engage participants in the activities, and 2) provide relevant information related to session content. Moreover, media have been designed speci cally to ensure simplicity and clarity for adolescents (Bressoux, 2022;Gauthier et al, 2013;Yeager et al, 2016), in order to enhance understandability and reduce cognitive load (Bannert, 2002;Paas & Sweller, 2014). Materials feature a multimedia component (i.e., written and oral verbal format combined with picture format), to enhance both cognitive learning and learning motivation (Astleitner & Wiesner, 2004;Mayer, 2014;Mayer & Moreno, 2003).…”

Section: Interventionsmentioning

confidence: 99%

See 3 more Smart Citations

Effects of three prophylactic interventions on French middle-schoolers' mental health: protocol for a randomized controlled trial

Vaillant-Coindard,

Briet,

Lespiau

et al. 2024

Preprint

View full text Add to dashboard Cite

Adolescence is a strategic developmental stage in terms of preventing later difficulties and ensuring good mental health. Prophylactic interventions, which are conducted before the onset, prolongation, or worsening of difficulties, and aim to prevent or reduce symptoms or to promote wellbeing, therefore appear particularly appropriate for adolescents. However, existing prophylactic interventions conducted with adolescents have several weaknesses, including sparse theoretical frameworks, ambivalent evidence of their efficacy, and implementation and dissemination difficulties. In addition, no data are currently available on the effectiveness of such interventions in France. To fill this gap, a four-arm randomized controlled trial will be performed to assess the effectiveness of three prophylactic interventions targeting reactive, proactive and interpersonal adaptation in fourth-grade middle-school students, together with participants’ experience and perception of the interventions. Based on existing knowledge about adolescents, their learning mechanisms, and field constraints, these three interventions have been designed to promote their learning and receptiveness to interventions. Compared with baseline (i.e., before the intervention), we expect to observe a significant decrease in the level of distress (anxiety and depressive symptoms, functional impairment, and psychosocial difficulties) and a significant increase in the level of wellbeing after the intervention, across the three intervention groups, but not in the control group. In addition, we expect to observe post-intervention improvements in the processes targeted by the reactive adaptation intervention (operationalized as coping strategy use and flexibility), those targeted by the proactive adaptation intervention (operationalized as the tendency to engage in committed actions and general self-efficacy), and those targeted by the interpersonal adaptation intervention (operationalized as assertiveness in interactions), but only in the corresponding groups, with no change in any of these processes in the control group. The results of this research will not only enrich our knowledge of the processes involved in adolescents’ distress and wellbeing, but also provide clues as to the best targets for intervention. Moreover, the material for these interventions will be freely available in French on request to the corresponding author, providing access to innovative and fully assessed interventions aimed at promoting adolescents’ mental health in France. This clinical trial is currently being registered under no. 2023-A01973-42 on https://ansm.sante.fr/. This is the first version of the protocol.

show abstract

Section: Interventionsmentioning

confidence: 99%

Section: Interventionsmentioning

confidence: 99%

Section: Interventionsmentioning

confidence: 99%

Section: Interventionsmentioning

confidence: 99%

See 2 more Smart Citations

Effects of three prophylactic interventions on French middle-schoolers' mental health: protocol for a randomized controlled trial

Vaillant-Coindard,

Briet,

Lespiau

et al. 2024

Preprint

View full text Add to dashboard Cite

show abstract

“…El método pedagógico del que hablamos aquí es el que considera que el aprendizaje es una práctica y que la enseñanza consiste en guiar o dirigir explícitamente esta práctica. Las publicaciones importantes sobre este método vienen de Rosenshine (2007, 2010, 2019Rosenshine & Stevens, 1986).…”

Section: Aclaración Conceptualunclassified

Pasar de un modelo transmisivo a un modelo de aprendizaje guiado

Guillemette

Marilú

2022

Revista Científica Arbitrada De Posgrado Y Cooperación Internacional CLAUSTRO

View full text Add to dashboard Cite

Dentro de una investigación-acción que moviliza la experiencia excepcional de la creación de l’Université de l’Ontario Français (UOF) hemos querido comprender este cambio fundamental, que consiste en la adopción de esta institución por una orientación pedagógica innovadora dentro del sentido de una ruptura, como punto de partida en la gran mayoría de actividades académicas universitarias en todas partes del mundo. Este cambio es un paso del paradigma binario unilateral de la transmisión a un paradigma multilateral trinario, de un compromiso solidario del profesor al alumno; cada uno en su rol propio, dentro de una perspectiva de comprensión y de la transformación del mundo. Este cambio es también un paso de la pasividad a una pedagogía activa y experiencial donde el profesor es una guía esencial del progreso de aprendizaje de los estudiantes. Este articulo tiene como consecuencia recomendaciones para ofrecer a todas las instituciones de enseñanza postsecundaria que aspirarían aprovechar de esta perspectiva extraordinaria, de una fundación a una refundación de su institución. Palabras clave: Pedagogía, educación superior, aprendizaje experiencial, practica guiada.

show abstract