Didactic sequence

A sequence Didactique is a stage of Enseignement correspondent with one or more objectives of Apprentissage, comprehension, Connaissance.

The goal of the didactic sequence

The didactic sequence, concretely, can be spread out over a few hours or a few weeks, even a few months, according to the level of the raises, of its Motivation, the material conditions, other sequences (it is often possible to make some several at the same time).

For example, in the teaching of a language, “knowledge to express its tastes as regards food” can be an objective . This objective is achieved only if the pupil learns the Verbe S touching with the Goût S (to like, prefer, hate for example) as well as the Conjugaison from these verbs, but also the Adjectif S and the Vocabulaire of the field of the restoration, as well as the cultural concepts necessary to the description of the feelings (the soft/bitter difference not having the same value according to the countries, for example).

It is thus seen that, at the time of a didactic sequence, the pupil must progress in various fields (conjugation, vocabulary…) in the same objective. It is all the direction of the Décloisonnement.

It is also understood that several sequences can overlap in time: “to say its tastes” not being, indeed, a stage obliged to be able, for example, to describe a landscape or to present oneself. The “capacity to describe a landscape” or “to be able to arise” can then be objectives of other sequences, coming after, before or during the sequence on the tastes.

Of course, certain sequences are paramount (in the training of a language: to present itself, to say what one wants) compared to others. They thus come in general in first.

The didactic sequence has the advantages of the Décloisonnement (see this word). Finally it is applicable to the teaching of all the disciplines, and to all the levels.

Appearance of the didactic sequence

In France, a very large audience, of very varied cultural level and all generations could interpret only various and often erroneous manners of the expressions too recent and not generalized yet like “didactic sequence” and “Décloisonnement” during their appearance. This jargon was thus subjected to a sharp criticism when it was introduced into the School programs of all the levels (gradually, in the years 1980-90). It should however be noted that to bind as much as possible the various faces of same a discipline within the same stage is not a new technique. The recent modifications of the school programs represent in fact theoretical only one toughening of the decompartmentalization and teaching in sequences.