Pedagogy 3.0, or the art of validating the direct impact of teaching on student success

Meet Stéphane Côté to find out more about his innovative teaching approach, which he calls "pedagogical 3.0".

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Meet Stéphane Côté to find out more about his innovative teaching approach, which he calls "pedagogical 3.0".

Born from a constant questioning on the part of a primary school teacher, “pedagogy 3.0” is a good balance between teaching practice and the need to apply proven methods proven in the classroom. Indeed, Stéphane Côté, admirer of Professor John Hattie, University of Toronto and author of Visible Learning, is one of those who feel the need to validate the direct impact that his learning strategies have on the success of his students. It is for this reason that he has built a good number of tools allowing him to obtain feedback on their progress.


A logical evolution of contemporary pedagogy

The terminology is somewhat similar to that of the different Internet nomenclatures (Web 1.0, 2.0, etc.) to identify different currents of modern pedagogy:

  • Pedagogy 1.0: Directive and explicit approach with different demonstrations.
  • Pedagogy 2.0: Collaborative approach through discovery, socioconstructivism, all complemented by various technological tools.

The teacher's observation is simple: with a directive approach, the students do not retain enough and, on the contrary, if the approach is more collaborative, the students experience difficulties during assessments where they must transfer collaborative skills. in an individual context.

As a result, Pedagogy 3.0 involves a happy blend of the two, allowing direct interactions between students and creating a healthy competitive atmosphere. It is also a complementary approach to 1.0 and 2.0 pedagogy. Pedagogy 3.0 allows for a certain professional discernment and differentiation since the teacher may judge that, sometimes, the direct approach is more appropriate in a certain proportion while at another time or in another group, he will call more on the collaborative approach.

The approach therefore uses competition to allow students to surpass themselves through various confrontations of an educational nature. We are aiming for a certain reciprocity of teaching by peers in a context playful in some ways. It is the creation of a space for students to contribute to the learning process of their colleagues that makes this approach unique.


There is some educational fight in the classroom!

This playful context involves “brawls” of clans where the points are cumulative through the quantification of the progress of the members of a team. This weighting makes it possible to seek the contribution of students who are less mobilized or who are demotivated by their results. They realize that it is now possible to play a central role not only in their success, but in that of others as well. The students work and help each other to surpass themselves. In other words, the fights become, in a way, a relationship of educational assistance by peers.

According to the teacher's observations:

  • Time seems to pass faster, for matter is past just as quickly;
  • The pupils retain more of the said subject;
  • Learning is better consolidated;
  • The freed up time can be reinvested in other educational activities of deepening or consolidation.

Feedback and consistency in obtaining information on student progress allows the teacher to target who are the most successful students and those who are struggling. Consequently, the teacher can modify or differentiate his pedagogical approach with the young people targeted.

Interesting fact: according to Stéphane Côté's observations, a group metacognition would emerge from the classroom. In short, students question their own way of learning by comparing their own methods to those of their colleagues.


Innovating in education: other teachers are following suit

The innovative aspect of pedagogy 3.0 led Mr. Côté to travel to France to present his model as part of Sydospeech, an event bringing together delegates from the world of French-speaking education and emphasizing the innovative aspect of education and pedagogy, on both sides of the Atlantic.

At present, a dozen teachers have adopted the teacher's approach in Quebec and they are helping to perfect its foundations by developing the precepts that underlie the strategies behind their educational action.

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About the Author

Marc-André Girard
Marc-André Girard holds a bachelor's degree in humanities education (1999), a master's degree in history teaching (2003) and a master's degree in educational management (2013). He is currently a doctoral student in school administration. He specializes in change management in schools as well as in educational leadership. He is also interested in 21st century skills to be developed in education. He holds a managerial position in a public primary school and gives lectures on educational leadership, pedagogical approaches, change in the school environment as well as on the professionalization of teaching. He took part in educational expeditions to France, Finland, Sweden, Denmark and Morocco. In September 2014, he published the book “Le change en milieu scolaire québécois” with Éditions Reynald Goulet and, in 2019, he published a trilogy on the school of the 21st century with the same publisher. He frequently collaborates with L'École branchée on educational issues. He is very involved in everything that surrounds the professional development of teachers and school administrators as well as the integration of ICT in education. In March 2016, he received a CHAPO award from AQUOPS for his overall involvement.

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