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The Graduated Method

Following a course already given, some key points can be identified as barriers to understanding and learning. The aim of the progressive method is to return to these points during a TD by proposing one or more activities to the learners.

The activity is done initially in pairs then in small groups then possibly in larger groups.

The Graduated Method

Group size : Group (10-15 persons), Classroom (20-30 persons), Amphitheater, large group

Modality : Presential

Duration of the teaching method : In a session, An entire session, Over several sessions

Special equipment : A modular work room

Type of knowledge developed : Knowledge

Target Audience : Students, Professionals in training, Particularly suitable for groups with cultural heterogeneity

Course Type : Tutorials (TD)

Preparation time :2h

Author and persons who made changes : No author

Why am I using this technique?

For my learners...

To memorize, learners need to mobilize and apply their knowledge. This can of course be done through classical exercises but also through play.

In a more playful way, learners cram while having fun. Indeed in this game questions come back, so by repeating, they memorize.

It is also a pleasant moment, with a good atmosphere, which can be interesting for the dynamics and cohesion of the group.

For me, teacher or trainer...

The progressive method is a stimulating method that raises questions and allows interaction with learners. It breaks the rhythm of the class and avoids the boredom of the monologue in front of an assembly that falls asleep and makes you want to sleep.

Framework and steps / Instructions

The preparation

It is advisable to have access to a modular room that allows the tables to be placed in "islands" in order to facilitate group work and communication. Specific material depending on the proposed activity.

The process

  1. Beforehand, it is necessary to identify the key points of the course that may be an obstacle to understanding in order to propose an adapted activity. The activity highlights a paradox or questioning element. It can also use transversal capacities.
  2. The activity may consist of answering a course question, making a diagram, solving a calculation problem, brainstorming and prioritizing ideas, etc. What is important is to have a statement that sounds stimulating.
  3. Learners work on the activity in pairs and then in groups. This method allows you to compare your ideas. It is particularly interesting to do with a multicultural group.  It can be interesting to define groups in advance for their heterogeneity.


The method can also be applied during a class to break its monotony: offer learners a small activity or ask a question to do alone then in pairs.

Points of vigilance

Care must be taken to have the necessary materials in advance as well as the distribution of learners in the groups.
It is important to be careful at the right time because it is possible to get into a debate quickly and get away from the subject.
During working time in pairs, learners should be motivated to engage in the activity.

What if it doesn't work?

There is always knowledge acquired as in any classical teaching.

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