At the heart of pedagogy: three registers of mediation

Slide 2

Summary and outline

1.    Summary

This slideshow presents the heart of pedagogy, which is the activity of “teaching.”

A three-strand link serves as a metaphor to present the three registers of mediation that form the basis of pedagogy. In practice, these three complementary registers combine:

•       Didactic register

•       Relational register

•       Organizational register

2.     The module outline, detailed on the slide, presents the content that unfolds from slide 3 to slide 18. The numbers in parentheses correspond to the slide numbers.

3.    Tip

To get the most out of the module, you can watch the slide, listen to the audio commentary, and read the written commentary. To read the commentary associated with the slide, click on the icon as indicated in the “text” section to the right of the slide.

Slide 3

Introduction (1 of 2)

1. We define pedagogy as the activity of teaching, between where a teacher allows a learner to learn something. Pedagogy has two complementary aspects, one more structural and the other more dynamic.

2. The structural aspect is described in Fundamentals module “Teaching situation.”

3. The dynamic aspect is presented in Fundamentals module “Teaching approach.”

Slide 4

Introduction (2 of 2)

1. These two aspects share a common core that ensures the coherence of pedagogy.

2. This core consists of three registers of mediation. This is what is described in this initial module of fundamentals.

Slide 5

A three-strand link (1 of 4)

1. The activity of “teaching” seems familiar to everyone, and it is common in our everyday lives at home or at work. Everyone has at one time been a student and has taken on the role of learner. And everyone has also taught something to someone, if only informally to a family member, taking on the role of teacher. But our experience as learners or teachers, however positive or negative, only provides us with a superficial understanding of the concept of pedagogy, which remains poorly understood. If we dig a little deeper, we find that it retains an element of mystery, which we will try to uncover.

2.    It should also be noted that pedagogy is often the subject of preconceived ideas and complicated discourse, sometimes guided by ideological positions that are disconnected from real situations.

3.    This slide is strategic and illustrates, through the metaphor of a three-strand connection, an overall conception of pedagogy.

Slide 6

A three-strand link (2 of 4)

1. A rational analysis of the pedagogical co-activity between learner and teacher reveals that pedagogy consists of three distinct registers, which we will detail below.

2. It is important to note that this co-activity is asymmetrical: the stakes are different for the teacher, who represents the figure of the expert who “teaches,” and for the learner who, as the name suggests, learns and develops skills to act independently.

3. Coordination between the teacher and the learner is central and is achieved through quality dialogue so that, if necessary, they can adjust to each other.

Slide 7

A three-strand link (3 of 4)

1. Teaching combines three complementary levels of mediation: didactic, relational, and organizational.

We can see that the link that represents pedagogy and connects the teacher and the learner will be stronger with three distinct and complementary strands. The fact that these three strands are intertwined is what matters, knowing that if one of the strands is weaker, pedagogy does not disappear.

2. This is why the analogy of a chain with links that are attached to each other is not appropriate: if a single link breaks, the entire chain breaks.

3. The image of the three-strand link also illustrates a reality about pedagogy that is difficult to convey because it is not very visible. The three strands represent the skeleton of education. All humans have the same skeleton composed of 206 bones, but each human being is distinct from their neighbour in appearance. The same is true of education: teaching situations seem very different when viewed superficially: tracing letters in kindergarten, driving around a roundabout at driving school, solving a quadratic equation in high school, performing a clean weld during a work-study vocational training program, giving an injection by calculating the dilution of the product and following hospital protocols for asepsis, using software to solve a professional problem, etc. The list could go on. But behind these very different learning situations, we invariably find the same pedagogical framework with the 3 registers of mediation: didactic, relational, and organizational.

These three distinct registers intermingle and complement each other in the pedagogical process that culminates in learning.

Slide 8

A three-strand link (4 out of 4)

We will quickly introduce the three strands, namely the three complementary registers that make up pedagogy, before focusing on each of them.

1. The didactic register concerns the knowledge that is to be learned, in the shape of knowledge, skills, and attitudes, which have long been referred to as knowledge, know-how, and interpersonal skills. The logic of the didactic register follows two phases. First, there is a phase of deconstruction of complex knowledge: this involves breaking down complex knowledge into simplified elements to make it accessible to the learner. Then there is a phase of reconstruction: the simplified elements are, step by step, explained and rearticulated in the presence of the learner. The learner appropriates them through the educational activities offered to them, and this is how they learn.

The teacher’s educational activity is not uniform because the nature of knowledge varies between doing a carry-over addition in elementary school, analysing a literary work in high school, or building a roof frame in an apprentice training centre, the knowledge specific to each situation is different and requires unique educational expertise. It is deconstructed and reconstructed according to its own logic.

2. The relational register: this concerns the interactions between the teacher and the learner who communicate throughout the teaching process. It is about the atmosphere in which this relationship takes place, and whether trust is created or not. The relationship register concerns the support that the teacher provides to the learner, which results from finding a balance between requiring efforts from, and providing kindness and encouragement to the learner. This type of support from the teacher will influence the learner’s self-esteem and motivation.

In everyday life, everyone understands that human relationships are complex, sometimes unpredictable, and made up of the “little things” that help build mutual respect. Teaching is permeated by human relationships in a unique situation, that of “making people learn.” This involves a dialogue between the teacher and the learner.

3. The organizational register: the teacher must be a good organizer because he manages a situation that involves constraints and resources to be identified and coordinated, so the time available and therefore the pace of progress are important considerations. The same applies to the choice of tools (books, digital resources, experiences, equipment, and various materials), which must be adapted to the circumstances. The management of physical space should not be overlooked, particularly for groups of learners, who often require activities to be differentiated according to their level, progress, or difficulties.

4. In summary, pedagogy consists of interactions between these three registers and optimizes the achievement of the learning objectives depending on the situation.

It should be noted that this is neither regular nor linear. Progress sometimes comes after a period of waiting, and difficulties arise where we had thought everything would go smoothly.

Hence the importance of regulating and adjusting by playing on these three registers. Sometimes only one or two of them are emphasized, but nothing is set in stone, so there is no strict procedure to follow that will reliably lead to learning for everyone. This is why teachers need to pay attention to changes in the teaching situation and to events that arise, whether planned or unplanned.

Slide  9

The didactic register (1/3)

1. Didactics concerns knowledge: how to make “scholarly” knowledge accessible to a learner (whether it be verb agreement with the subject in primary school, or how a cell works in higher education), or how to teach a learner a skill (whether it be holding a pencil to draw lines in nursery school, or using a complex tool in the professional world).

First, we need to define what needs to be learned. In the world of education or vocational training, institutions offer learning objectives tailored to the level of learners, who, logically, have acquired knowledge throughout their school career. In informal learning situations (e.g. teaching a child to ride a bike), the teacher’s experience, common sense and empathy are very useful. There are two phases: deconstruction and reconstruction, which together constitute what specialists call didactic transposition.

2. Phase 1: This involves breaking down complex knowledge into simple elements in a reasoned manner, while taking into account the specific logic of this complex knowledge. It is a bit like taking apart different puzzles. Each puzzle has its own internal logic, which must be accessed to break it down into simple elements.

Following the work of Yves Chevallard on teaching mathematics in schools, scholarly knowledge is transposed into knowledge to be taught, and then into knowledge that is actually taught… which (ideally) becomes learned knowledge. As we can see, this is a complex process: it requires the teacher-educator to have expertise in the subject matter even before meeting the learner. The teacher must fully master, through a high level of knowledge and experience, what they must teach.

3. As we have just pointed out, this work of deconstruction is especially difficult because it depends in part on the knowledge or skill in question, which are not constructed in the same way: the written French language (letters, syllables, words, phrases, text) cannot be broken down in the same way as a mathematical concept, a combustion engine or a recipe. This is why there are different didactic approaches, each with its own steps to identify and points to watch out for.

• When it comes to knowledge, subject-specific teaching methods have existed for a long time. This is the world of education: teaching methods for mathematics, English, geography, science, etc. Each one of these methods deconstructs scholarly knowledge in its field and transposes it into knowledge to be taught in a process of gradual and reasoned reconstruction. School curricula and textbooks are valuable teaching resources that teachers can draw on (without simply following them uncritically, and keeping in mind the context and circumstances they encounter).

• For professional skills (or professional practices), we use an activity analysis approach: we describe the activities of experts and professionals based on observations, sometimes filmed, and interviews. The activity of professionals is often partly automated as they gain experience: this is why many things appear fluid when observing them. But beyond direct observation, we realize that there is an invisible dimension to the activity, which can be described as a cognitive dimension: information to monitor, elements to consider which enable the progress of the tasks to be carried out to be verified. This process of reasoned description and analysis of the activity should be carried out by any professional in charge of training, whether they are a tutor, apprenticeship supervisor, alone or in a team, and ideally with guidance. This allows the trainer to identify the basic actions, the information to be taken into account in the work situation, useful reference points, and the relationships between these different elements.

[It should be noted that in creating this website, we have relied on this type of scientific approach to analysing the activity of the educator].

• For informal learning, relying on experience, expertise and a healthy dose of common sense and empathy will usually allow the educator to carry out their task. One notable point is the need to rely on an assessment, which will arise from observation or discussion, in order to propose a starting point for learning that is adapted to the learner’s existing knowledge and skills.

Slide 10

The didactic register (2/3)

1. Phase 2: this is a logical, structured, progressive, and controlled reconstruction process based on the elements which have been broken down in the previous phase. It corresponds to the second stage of didactic transposition, where we move from the simplest to the most complex by connecting the elements.

2. However, there is an important step at the beginning of this reconstruction phase that is too often overlooked. This involves identifying the learner’s initial representations that may hinder future learning, and which, if necessary, must be deconstructed before beginning any new learning.

First, let us recall what a representation is. A representation, which can be individual or social, is a form of knowledge that explains reality in a practical way. It can be based on immediate experience, convictions, beliefs, or common-sense discourse held to be true. But a representation, sometimes referred to as pre-knowledge, does not necessarily correspond to rational knowledge. Sometimes a learner’s representations are false, flawed, partial, or too general, which can be an obstacle to learning.

3. It is up to the educator to conduct a kind of diagnostic investigation to identify the learner’s initial representations (see Fundamentals module: “Pedagogical approach”). Following this assessment, if necessary, the teacher will have to deconstruct any erroneous representations that could hinder learning. If the teacher does nothing, these representations can clash with a well-established false certainty, which could resist and hinder learning.

Let me give you an example from my experience as a teacher in second grade (with 7-year-old students, an age at which syncretic thinking is still present). In biology class, we were working on the fact that mammals, including humans, produce heat.

Several children explained that it is clothes that keep us warm: at the end of recess, if they have been running around, they take off their jackets and “it feels better, we’re not so hot anymore.” For them, this was proof that jackets keep you warm, which, in their eyes, was the indisputable result of their immediate experience. It took a series of simple, concrete experiments to prove that it is the body that produces heat and that clothing only acts as insulation. It should be noted that the notion of representation as an obstacle is not limited to children, and that it also applies to adults. It took time (and appropriate observation tools) to identify bacteria as living organisms, because they cannot be seen with the naked eye and their existence therefore defies common understanding. Moreover, non-rational explanations akin to a form of magic were used to explain diseases. See the module “Teaching and learning” (1 of 2).

4. How can we deconstruct a false representation? Taking some time for a dialogue between the teacher and the learner is one possible way of identifying the learner’s initial representations. This educational moment clearly shows that teaching is an asymmetrical co-activity between teacher and learner, where dialogue is ultimately beneficial to both: for the teacher, identifying a hidden obstacle is valuable, and for the learner, the benefit is realizing that a certainty they have about a fact deserves to be questioned. Learning can then begin with a better chance of success.

Slide 11

The didactic register (3 / 3)

1. In the second didactic phase, where knowledge is reconstructed, the teacher acts as a mediator between knowledge and the learner. The learner is the real agent, because it is they who are learning. Through the activities offered to them, they acquire knowledge in a structured and progressive way and link that to their prior knowledge and skills. This is the process of devolution.

It is important to emphasize the very important role of instructions, which should be as precise and clear as possible, which will encourage the learner to take guided action. In this devolution phase, the teacher must be vigilant in supporting the learner cognitively by placing themselves in the learner’s “zone of next development” (to quote Bruner) and monitoring their progress: if things are too complicated or go too fast, the learner may lose interest, and if it is too repetitive and not linked to their interests, the learner may become bored. (The issue of targeted and adjusted support is a point of connection with the relational register).

Whether in the academic or school world (with its curricula, timetables, homework, etc.) or in the professional world (where learners must understand and act on professional situations that are either simulated or real and more or less simplified), the teacher’s didactic function is strategic in any case.

2. Let us emphasize this crucial point once again: the learner is thus, in a sense, empowered. They are not passive but active. The activities they carry out to learn may be symbolic and abstract or practical and concrete, depending on the situation.

The learner’s active empowerment is based on the resources available in the learning context, particularly the time available (this is a point of connection with the organizational register). Through activities guided by the teacher, the learner gradually becomes more independent and gains confidence. The logic of devolution is not linear because it depends on the learner, their starting level, motivation, and attention span. It is strategic, and when asked, learners say they are most satisfied when they feel that the teacher is clear. In other words, the teacher uses a didactic approach to offer the learner activities that allow them to progress at their own pace and that are based on their initial skills, in a reasoned and structured manner.

3. There is a didactic thread whose main points are:

• Identifying initial representations and identifying any obstacles due to false or erroneous certainties.

• Actively discovering the knowledge or skill to be acquired.

• Explaining each element and how it relates to the whole.

• Focusing on the specific points to watch out for in the knowledge to be learned. These will vary depending on the content to be learned. For this strategic point, the expertise of the educator is essential: taking a 3-way roundabout in driving school, taking blood from a very elderly person in nursing training, measuring the consistency of cement to build a wall in hot weather, agreeing on the French auxiliary verb avoir depending on the position of the direct object, etc. These are all “micro points” that require adapting general rules to particular situations, and that constitute points of vigilance. All learning is concerned by this, and the points of vigilance in terms of didactics will vary.

• The teacher checks the learner’s understanding: the teacher can talk to the learner, put them in a situation, give them a test or an exercise to check their understanding. This allows the teacher to assess the learner’s progress and adjust the learning process in case of difficulty. It is a way of securing learning.

• Finally, a training phase allows the learner to “consolidate” their learning and anchor it to their prior knowledge or skills.

This is generally the teaching approach used in tutorials, which are increasingly common on the internet, and where photos or videos present tailored advice structured in successive stages. Videos on gardening, cooking, DIY, etc., are welcome teaching aids. So, for a given learning task, we move from one step to the next, having “integrated” what we need to do to succeed independently.

Slide 12

The relational register (1of 2)

1. Relationships. This is a term that is not easy to describe in a few words. It is used in many ways and circumstances and in all areas of personal and social life. Each of us has a familiar experience of it in our daily lives. Etymologically, the word relationship refers to the idea of connection. Indeed, the pedagogue (who “makes learn”) and the learner (who learns) are connected in the learning situation through knowledge (“what there is to learn”). In addition to the didactic register, there is a truly human connection between these two people.

2. It should be noted from the outset that while there is an asymmetry of expertise between the two (the one who knows/the one who learns), there is a form of symmetry in terms of their humanity: both are entitled to equal consideration (and the absence of this often blocks the possibility of a relationship, in general).

3. Let us focus on the learner as a human subject. Every learner maintains a form of relationship, of dialogue, with themselves, in a reflexive logic. It is this personal work—we could call it the “inner voice”—that will possibly enable them to engage in learning (it’s easy/I’ll never be able to do it/it’s all going too fast/Oh, that’s interesting/there’s no point in doing that/I’m bored, I already know that/Ah, now I finally understand, great…).

Learning requires willpower and energy because it involves taking the risk of making mistakes and failing. To a certain extent, it is a test in the face of something (knowledge, a skill to be acquired) that involves a degree of uncertainty.

However, when faced with this situation, learners’ profiles vary in relation to two factors: self-confidence and the meaning they give to learning.

• Self-confidence, the personal feeling that one can succeed in what one has to learn, depends on personal factors and past experience: it can either support or hinder the desire to learn. Learners who are confident from the outset are a “gift” for educators: they are more interested, often more active, and thus (although this is not a rule) progress more easily. Conversely, learners who lack self-confidence, who have experienced failures that have hurt them, are a challenge for educators; such learners may try to avoid learning through various behaviours (absenteeism, “fading into the background,” being provocative or disruptive, etc.). It should also be noted that excessive self-confidence, which leads to hastiness, is not a favourable situation for learners either.

• The question of meaning is linked to the commitment to learning. Without understanding what they are doing and why they are being asked to do it, without linking learning to their experience (to “anchor” the “new” to the “already known”) or to their projects, or to a clear objective, the learner’s relationship to learning becomes problematic and the teacher’s task becomes difficult.

4. The teacher sets rules, demands that efforts be made, provides a framework, and acts as an authority figure. These reference points are essential to ensure a secure learning environment. The teacher also shows kindness and empathy to encourage effort and recognize progress.

5. The teacher is a mediator: in terms of relationships, they act for and with the learner. This might not always be easy, but it remains essential, unless the learning objectives are to be abandoned. Thus, through words or attitudes, sometimes with humour, the educator builds an essential relationship to guarantee, in a form of moral contract, a climate conducive to learning. They provide support and benchmarks to encourage and secure the learner’s commitment. Because no one can be motivated to learn on someone else’s behalf!

Slide 13

The relational register (2 of 2)

1. A climate conducive to learning is one in which the challenge of learning is safe and attractive, where mistakes are possible, and where dialogue is an element that promotes learning, giving learners the opportunity to comment, report difficulties, ask for advice, etc., which symbolically amounts to creating a space for dialogue. By giving the learner a voice, the teacher recognizes them as a learner. They give them a place as a person. These two aspects (recognizing and giving a place) are points that help build the learner’s identity and promote exchanges based on respect.

2. Alongside the learning process itself, the relationship between teacher and learner is a human adventure that allows them to develop and exist. A teacher’s empathetic attitude is strategic. This empathy corresponds to the learner’s sincere perception of the teacher’s ability to put themselves in their shoes and listen to them (and not just hear them …). This attitude is essential in the teaching relationship, especially when learning difficulties arise. It inspires or reinforces the learner’s trust in the teacher. And, as such, it makes it easier for the learner to speak up and, if necessary, express a difficulty and ask for support. This attitude provides a foundation for building a positive relationship with learning. (It can be compared to Winnicott’s phoric function and Bruner’s scaffolding function, for those who are curious to explore this topic further). Conversely, learners who feel invisible to the teacher, or who feel despised or stigmatized in any way, will tend to shut down dialogue and break off the educational relationship by pretending to have understood or by leaving the learning process. This carries the risk of leading them down the path to failure, not to mention possible resentment in the future. Without a response from the learner, it is difficult for the teacher to adjust and provide targeted help at the right time. In the absence of a positive educational relationship—or, worse, in the event of mistrust—a lose-lose situation ensues where both the teacher and the learner are isolated from each other, even though the foundation of education is based on interactions that are adjusted during exchanges.

Building a climate conducive to learning, between authority and high standards on the one hand, and listening and kindness on the other, is not easy. It should be noted that authority is distinct from authoritarianism: authority is built through interactions between different parties based on a clear framework, while authoritarianism decrees and imposes itself without being put into words (see Thematic module: “Teaching and authority”).

Slide 14

The organizational register (1 of 2)

1. Organizing before acting is fairly intuitive for everyone. For example, if you go hiking, you organize by packing a backpack with clothes suitable for the climate, planning a picnic, anticipating the route you will take on a map or via an app, bringing drinks, sunscreen, and even a small first aid kit, etc. Not to mention wearing “broken-in” shoes and maybe even doing some training walks beforehand to get in shape. Then you hike at your own pace, adapting to the actual situation (it’s raining, you have a small blister, etc.). Sometimes you follow trail markers, sometimes you use a compass to find your way.

Another very ordinary example: you’re cooking a meal for friends using a new recipe. You prepare the utensils and ingredients, you follow the recipe (more or less exactly), adapting it to the ingredients you have available, sometimes depending on the season or your taste, you monitor the cooking, you check the time needed to be ready on time, you follow a tutorial on an app that guides you step by step, with targeted advice, etc. All this seems to be common sense, based on our experience.

2. In short, being organized is necessary to act efficiently by anticipating, following a process/action plan, monitoring results to measure the gap between what is planned and what is actually achieved, adjusting as best we can, staying on course, etc.

We are used to being organized and our routines guide us. Our organization is, in a way, “incorporated” into our activity, without us being very aware of it. Thanks to these automatic responses, little energy is required. This is very useful for solving “closed” problems, i.e., problems that are solved by applying a protocol that must be followed, just like a car driver changes gears almost automatically.

On the contrary, to solve “open” problems, we must make an effort, expend more energy to anticipate, deal with events that arise during the course of action, and take uncertainties into account. Experience helps, but it is not enough. This is the case, for instance, in a game of chess, where even with an initial plan of action, you must adapt to how the game evolves. This requires energy, paying attention to events, but also knowing how to stay on course. It can be stressful, especially if you lack support or reference points.

3. Teaching is an open-ended problem. It is not simply a matter of following a protocol to achieve an objective, namely formal learning on the part of the learner. Pedagogy is a process that often requires preparation, a process during which one must adapt by taking into account events and obstacles, sometimes unexpected, that arise. This is why pedagogy can be described as a co-activity between teacher and learner. Both parties have an interest in being organized: the teacher organizes and guides all the mediation processes to “facilitate learning,” and the learner is organized, partly under the teacher’s supervision, to learn, to discover, to understand, to practice, etc.

4. While experience and intuition, personal skills and qualities are assets for the teacher, organization is necessary to be efficient:

• Conduct an initial assessment to measure the gap between the “starting point” and the “goal” to be achieved

• Develop an initial overall action plan that includes teaching methods while taking into account the constraints and available resources

• Implement the action plan

• Adapt to the learner’s profile and any obstacles they may encounter by assessing them, listening to them, and coordinating with them

• Stay on course without losing sight of the goal

All these are strategic elements within the register of organization that cannot be improvised.

Slide 15

The organizational register (2/2)

1. Organization contains several dimensions of resources and constraints, both in terms of time and in terms of tools.

Time is a truly central resource in education. American educator Benjamin Bloom asserts that 90% of learners can succeed, provided they are given the time they need. In fact, failure in learning is often due to a lack of time. It is up to the educator to manage time as a precious resource. It is well understood that, in school in particular, an unfinished program impacts the chances of success in an exam. A learning pace that is too fast will leave students behind over time; in other words, if the teacher does not have or does not take the time to identify a learning obstacle and provide targeted support to help the learner overcome that difficulty, the learning objectives will not be achieved. The more time we have, the more we can adjust to the learner to help them progress. But time is only valuable if it is used well. If the activity the teacher proposes to the learner is didactically appropriate, their attitude, somewhere between kindness and strictness, provides the learner with the necessary guidance and support. When time is limited, the teacher must make choices and resolve dilemmas, keeping in mind the learner’s interests and success.

Offering high-quality learning time implies for the teacher to be “present” in the three registers of teaching modes. This is a significant mental load, and one that is often underestimated by outsiders.

2. Tools. Tools are also an important resource. The adage says that a good worker chooses and uses the right tool for the job, and the same applies to educators, whose job is to “teach.”

What can be found in the toolbox of an educator, whether they are a teacher, trainer, or working in an informal setting?

In no particular order, we can list books, exercise books, boards, posters, slideshows, document files, user manuals, technical data sheets, drawings, photos, digital tools and applications, tutorials, summaries, diagrams, demonstration materials, professional equipment, etc.

We can add instruments for taking notes and keeping records: notebooks, journals, portfolios, boards, computers, drives, etc.

There are also “symbolic tools”: presentations, lectures, testimonials, visits, films, demonstrations, encounters with real or simulated situations, confrontation, experimentation, exercises, various projects, the role of the learning group (if applicable), organization of space and furniture, etc. It should be noted that in the classroom, a group of learners is a potential resource to draw on: working in small groups or in pairs are just two of the many possibilities and forms.

In fact, the list is endless and depends on the learning situation that brings together teacher and learner: learning to swim, read, ride a bike, code software, weld, provide nursing care, or solve an equation.

We can also add the space that is available, particularly in a school setting: the teacher does not have to be bound by the traditional format with a desk facing three rows of tables: we can organize a circle where everyone can see everyone else, or even groups of four students to encourage small group work. We can also have spaces reserved for different workshops: there is no one spatial organization that is better than another. It is the balance between the setting of the space and the working methods that must be considered. In other words, a modular setting provides the desired flexibility.

3. The important thing is not to have the most comprehensive list of tools possible. The important thing is to choose the tools that will be relevant to the learning situation. That is, tools that will serve the mediation (on the teacher’s side) and help the learner, through cognitive activity (information processing, symbolic activity) and/or practical activity.

This leads to the assertion that the systematic use of the same tool, which is supposedly almost “magical,” is probably not a good option. The choice of tools in the teaching process depends on the specific situation, the resources available, the teaching choices, and the learner. The teacher analyses the situation and chooses the tools based upon that analysis, depending on the context and the learning process.

Slide 16

Combining the three registers of mediation (didactic, relational, organizational)

1. As we have seen, while the three registers are different, they are also complementary. Sometimes, depending on the pedagogical approach, one register takes priority over the others, but the latter remain present “in the background” without being deactivated in any way. If a learner becomes demotivated or disengaged from learning, it is urgent to mobilize the relationship register (empathy, listening, high standards), but then the didactic register is quickly mobilized as well (focusing on a misunderstood element), and almost automatically, the organizational register is brought into play (pace and tools).

The following three examples will illustrate this complementarity in three common situations occurring in the work of an educator: preparing a learning activity, establishing a learning contract, and dealing with a learning difficulty.

2. Example 1: Preparing a learning situation

During preparation (without the learner), the didactic register and the organizational register take precedence in building a relevant scenario.

3. There are two main stages:

• 1. Assessment

The organizational register is used with a didactic focus: it is important to identify the level of the learner(s) at the outset, because it is essential to start from the reality of their knowledge or skills. This assessment can be supplemented by studying documents, if they exist (records of previous activities and performance, portfolio, sometimes CV, previous programs, etc.).

The learner’s starting level should be compared with the learning objectives. These can be described in a program or detailed in an order, which makes it possible to measure the gap between the initial situation and the objectives.

Relationship register: a discussion about the learner’s motivations, situation, and plans is also an important part of the assessment.

• 2. Teaching scenario

This will be more or less formalized depending on the situation. The teaching scenario describes each stage of learning in detail: teaching choices, tools, time, different stages, learner activities, practical arrangements, and assessment throughout the learning process. [It combines the teaching register and the organizational register].

Slide 17

Example 2: establishing a teaching contract

1. All contracts are based on the free will of those involved, with reciprocal rights and obligations. We live in a contract-based society: marriage or civil partnership, car insurance, rental agreements, moral contracts, etc.

2. Talking about a teaching contract means recognizing this link between teacher and learner. The teaching contract is deployed in the three areas of teaching.

• The didactic contract refers to the learning objective shared between the teacher (who is an expert in the subject and is committed to imparting their knowledge as best they can) and the learner (who is committed to doing the work required, following the structured path proposed to them).

• The relational contract refers to the mutual trust that should exist between teacher and learner: the former provides a framework, ensures the educational process is secure, and supports the learner with high standards and kindness; the learner can express themselves sincerely and report any difficulties.

• The organizational contract is based on a commitment to clarity in the use of educational resources in order to achieve the objectives set.

3. The teaching contract thus provides a clear framework that secures learning. This contract may be implicit, but it is better to make it explicit. This is because it provides common points of reference and helps to create a space for dialogue where everyone, in their own role, can express themselves.

• This contract consists of agreeing on a few simple rules that are necessary for any type of social life: respect, dialogue, high standards, kindness, authority, and clarity of intentions and approach.

• If the learning objectives are achieved, the learner will reap the benefits (skills, self-confidence, etc.) and so will the teacher: the satisfaction of a job well done, as well as the learner’s appreciation.

Slide 18

Example 3: dealing with a learning difficulty

1. A learning difficulty encountered by the learner is a fairly common occurrence that requires a more or less significant adjustment to the teaching process.

It is up to the teacher to regulate and adapt the initial plan in order to stay on course and overcome the obstacle, always taking into account the resources and constraints, and particularly the time available.

2. The first step is to identify and characterize the difficulty: observing the learner, talking with them, analysing what they do and what they produce, are all ways to identify the difficulty and its causes: what has the learner not understood or not succeeded in doing, and how do they perceive this situation? The three areas (teaching, relationships, organization) are mobilized.

The next step is to provide comprehensive and targeted mediation:

3. While setting standards and showing kindness, support the learner in their experience of the situation to maintain their commitment so that they do not give up trying to progress. Encourage effort and, if necessary, demand effort. Point out successes in the learner’s activity (relationship register).

4. Provide a didactic response (during the activity if possible, or at a later time if necessary). Suggest an activity to the learner that focuses on the obstacle to be overcome. The teacher can help by simplifying, returning to the “micro” level of specific and strategic information to be considered, establishing connections with knowledge or skills already acquired, and explaining in detail. This is done in a system of teacher-learner co-activity. The teacher can show, observe, make the learner do, make the learner say, and validate or correct. This is an approach that American educator Jerome Bruner calls scaffolding (in the sense of a tutor or a means of support), which requires the teacher to adjust to the learner’s level of development, providing assistance that is just a little beyond what the learner can do on their own (the 3 registers are mobilized).

5. Measure progress in learning and monitor the learner’s level of involvement: make variations and adjustments if necessary within the time available (the 3 registers, didactics, organization, and relationship are concerned).

Slide 19

Summary

1. The teacher manages three registers (didactic, relational, organizational).

2. These are the levers that help provide the educational mediation which will lead the learner toward the desired learning outcomes, which represent an opportunity for development.

Let’s look at an example. Who hasn’t, thanks to the teaching of their driving instructor and possibly that of their parents during accompanied driving, progressed and, sometimes after a failure, obtained their driver’s license: there is immense satisfaction for the successful candidate, for whom the driver’s license is often a key to carrying out other projects.

3. This module that operates on the three registers of mediation provides both a theoretical and practical foundation for the concept of teaching.

The following two modules are built on these three basic registers and are broken down into two distinct aspects: the teaching situation and the teaching approach.

• One presents the structural dimension of the situation: pedagogy is thus viewed as a configuration, i.e., the flexible arrangement of generic elements in interaction.

• The other module describes pedagogy as a process, an approach that comprises four stages.

Enjoy what follows.