This blog is part of a series initiated within the framework of the forum “Apprendre pour demain" taking place from January 28-30, 2025 in Dakar, Senegal.
As part of the forum "Apprendre Pour Demain" organized by the CONFEMEN and scheduled in Dakar from January 28 to 30, I would like to share with you the importance of structured pedagogy to improve learning in primary schools in sub-Saharan Africa.
This conference, focused on improving learning, will be an opportunity for me to explore this topic further and present the research that supports this pedagogical approach.
What is structured pedagogy?
Explicit teaching is a structured teaching method based on clear principles: tell, show and guide. As a teacher, this approach allows me to avoid the implicit and vague that can hinder learning.
My role is to make learning objectives explicit, model tasks and support students in their practice until they reach a high level of autonomy.
Three steps characterize the heart of this teaching approach:
- Modelling: I present content clearly and concisely, breaking down complex tasks into simple pieces and verbalizing out loud how I do it.
- Guided practice: Students work in pairs to complete exercises under my supervision and I provide them with regular feedback.
- Independent practice: Once students have reached a high level of mastery, they practice on their own to consolidate their learning.
Why is structured pedagogy crucial?
Research shows that structured pedagogy is particularly effective for teaching structured subjects like math, reading, grammar and science, but also for less structured subjects like reading comprehension.
A meta-analysis I conducted with my colleagues found that this approach significantly improves the performance of students, including those struggling or at risk of academic failure.
In contexts where students have diverse needs and teachers have few resources, structured pedagogy has several advantages:
- Clarity of expectations: By making the objectives and steps to follow explicit, students better understand what is expected of them.
- Reducing cognitive overload: By breaking down complex tasks, I help students progress step by step.
- Active Participation: Unlike lecture-based methods, structured pedagogy engages students through questions, answers and interactive activities.
Structured pedagogy and struggling students
In sub-Saharan Africa, struggling students represent a significant proportion of the school population. These students, often from disadvantaged backgrounds, are more likely to experience learning problems.
Explicit instruction provides them with a structured and reassuring framework that facilitates their progress.
For example, when teaching students in learning to read, I can break down skills into simple steps: identify letters, understand sounds, form words, then read sentences. Each step is taught, practiced and consolidated before moving on to the next. This approach reduces the risk of failure and increases students' confidence.
The effectiveness of structured pedagogy in primary schools has been rigorously demonstrated in Morocco in September 2024. Morocco is launched its school reform in September 2023 in 626 primary schools named pioneer schools.
Inspired by the recommendations of the Global Advisory Panel (GEEAP, 2023), Morocco implements two high-impact recommendations to improve learning, namely the use of:
- structured pedagogy involving explicit teaching that can offer scripted lessons
- and targeted remediation.
At the end of the school year 2023-2024, an external evaluation was carried out by J-PAL, an organization internationally renowned for its educational research.
In order to gauge the effects of the reform on academic results in Arabic, French and mathematics, two groups were formed: one with students from pioneer schools; and the other with peer students from non-reformed schools comparable to those from pioneer schools.
The evaluation shows that the average student in a pioneer school performs better than 82% of their peers in non-reformed schools in the three basic subjects assessed (Arabic, French and mathematics).
It is important to mention that myself and a colleague, Clermont Gauthier, are involved in this reform at the request of Morocco. It is very rare for countries to succeed in significantly improving student performance through school reform.
It seems just as rare, if not rarer, for a low- or middle-income country to succeed in such a reform. Morocco seems to be on the right track.