Weston Cranton 1986

Selecting instructional strategies

1. Références

• Référence complète APA : Weston, C. & Cranton, P. A. (1986). Selecting instructional strategies. Journal of Higher Education, 57(3), 259-288.

• Auteur(s) : Cynthia Weston & P. A. Cranton

• Revue : Journal of Higher Education

2. Copies

• Copie en ligne : http://www.jstor.org/stable/1981553

• Copie locale :

• Copie physique : Eric, classeur Méthodes

3. Mots-clés

• méthode

4. Abstract

Examines a comprehensive list of instructional methods and materials and provides research-based guidelines for the matching of strategies to characteristics of the instructional setting. Instructional methods are described under 4 categories: instructor-centered, interactive, individualized, and experiential. Each method has its own distinguishing characteristics that are either advantageous or disadvantageous, depending on the instructional situation. Instructional materials (listed in table form) are described in terms of the message, the delivery system, and the form or condition of abstractedness. The complex process of selecting appropriate methods and materials for a particular instructional situation is analyzed. It is suggested that these decisions may be based on the nature of the expected learning, the nature of the student group or audience (e.g., level of instruction, experience or prior knowledge, special needs of the student), and varied practical constraints, such as class size, physical facilities, and instructor preference. (14 ref) (PsycINFO Database Record (c) 2012 APA, all rights reserved)

5. Résumé (facultatif)

• Typologie des méthodes (260-265)
  • A. Instructor-centered
    • Lecture
    • Questioning
    • Demonstration
  • B. Interactive
    • Class discussion
    • Group discussion
    • Group projects
    • Peer teaching
  • C. Individualized
    • Programmed instruction
    • Modularized instruction
    • Computerized instruction
  • D. Experiential
    • Field/clinical methods
    • Laboratory methods
    • Role playing
    • Simulations/games
    • Drill

• Les supports
  • Delivery system
  • Content
  • Abstractedness

• Choix des moyens (méthodes et supports)
  • Objectifs
  • Public (niveau et prérequis)
  • Contraintes (taille du groupe classe, local, temps, budget, horaires, préférences de l'enseignant).