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| AESS0217-1 | Special didactics in biology (part I)
- Course and exercises
- Observation placements
- Teaching placements
- Reflexive practical work
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| Duration : | Course and exercises : 40h Th
Observation placements : 10h Internship
Teaching placements : 20h Internship
Reflexive practical work : 5h Pr
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| Credits/ECTS : |
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| Holder(s) : | Course and exercises : Marie‑Noëlle Hindryckx
Observation placements : Marie‑Noëlle Hindryckx
Teaching placements : Marie‑Noëlle Hindryckx
Reflexive practical work : Marie‑Noëlle Hindryckx
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| Language : | Langue française |
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| Course contents : |
 | | Course and exercises |
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| In the DIDAC 1 course, we will cover some essential points for students who intend to teach in the biological sciences:
-What is teaching? What is learning? We will examine different kinds of scientific knowledge and its didactic transposition, from the point of view of a teacher and also from the point of view of a student; the point is to give meaning to what is learned.
-We will cover means of teaching within a legal framework, using official references.
-What methods are most often used in teaching today? Through concrete examples of situations and teaching exercises, the course will provide training that is closely related to the reality on the ground today.
-How do we learn to live in multidisciplinary groups? The course will show students how to enrich their training; share their experiences; take stock of their own ideas; and how to construct tools together.
-The course will show students how to manage contacts and exchange of information among colleagues, and in cooperation with actors on the ground or with associations for the promotion of various sciences.
These questions will be examined through concrete examples of situations and teaching exercises, and with the help of advice from working teachers. In this way, future teachers will gradually work out specific tools designed to help them take charge of various kinds of teaching situations. |
| | Observation placements |
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| The course on observation of student teaching consists in observing student teachers in their classes, and in different situations involving the teaching of science; the purpose is to enrich the student teacher's practices in active teaching. |
| | Teaching placements |
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| Student teaching practice is a crucial part of the gradual acquisition of teaching skills. Involvement by students in class preparation and in the duties given to student teachers must be at a high level. The student teacher must promise in writing to respect the rules of the institution, the student teaching supervisor, and the students he or she teaches, in moral terms as well as pedagogical.
Student teaching is an opportunity for student teachers to experience different kinds of teaching, different teaching methods, and different kinds of students. |
| | Reflexive practical work |
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| Students will have a chance to reflect on their teaching practices, during practice sessions and during active student teaching; they will analyze these practices on these occasions in order to improve them. |
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| Course objective : |
| | Course and exercises |
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| These are the main objectives aimed at in the DIDAC 1 course:
- To help future teachers acquire the frame of reference necessary for competent teaching of biology, adapted to students' needs, and focused on giving them the skills required at various levels of teaching.
- Through classroom practice, future teachers will be assisted in gaining mastery of their intended occupation; they will learn how to practice effective communication, to make use of proven didactic tools; and to promote and manage classroom learning effectively.
- To help future teachers construct their own professional identities as teachers of the biological sciences through the development of their own methods and strategies. |
| | Observation placements |
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| The objectives for the 10 hours of observation of practice teaching are intended to enrich teacher training through the observation of teachers, and to analyze typical teaching situations (classrooms, students, typical pedagogical practices), prior to actual teaching. |
| | Teaching placements |
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| The main objective for student teaching is to place future teachers in active situations that are very similar to what they will encounter in their professional practice. These teaching situations lead future teachers to develop skills related to the teaching profession which they have studied in their initial preparation. |
| | Reflexive practical work |
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| For the student teacher, the main objectives of these reflective practices are:
To learn to analyze one's practices in order to improve them, alone and in a group;
To analyze the practices of others in order to enrich one's own vision of science teaching ;
To take into account one's own representation of the teaching profession in order to develop it. |
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| Prerequisites : |
| | Course and exercises |
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| High quality scientific training acquired in the course of university level studies (animal and plant biology, biochemistry, biomedicine, veterinary medicine...). Students' scientific knowledge will be evaluated at the beginning of training in order to permit students to remedy noticeable gaps.
Sufficient fluency in the language of instruction (French); language ability will be tested upon admission to the class; remedial instruction is available. |
| | Observation placements |
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| To be a student in good standing at the University and to attend Wednesday afternoon classes. |
| | Teaching placements |
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| In order to get permission to begin student teaching, students must have signed the student teacher's charter, and must have participated regularly inc class meetings and exercises. |
| | Reflexive practical work |
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| none |
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| Workshops : |
| | Course and exercises |
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| The training in this course is intended to be concrete and based on active methods:
- Practice teaching exercises are organized in cooperation with classes of physics and chemistry: each student must teach a class on an assigned theme, and act as an assistant for other student teachers. A report will be written and turned in.
- Concrete teaching situations are arranged to focus on the theme of experimental scientific methodology in class; the use of computerized techniques in the framework of the course; management of groups and classroom debates; dissections and field trips. |
| | Observation placements |
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| Information collected during observation of student teachers is intended to improve their teaching practices, and the manner in which they design and organize lessons and exercises. |
| | Teaching placements |
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| Small group exercises supervised by a pedagogical monitor contribute to the construction of didactic sequences for each student teacher's practice teaching, depending on requests and subjects taught. |
| | Reflexive practical work |
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| Debriefing sessions are organized after the period of student teaching: each student teacher can share his or her experiences and analyze the experiences of others. |
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| Organization : |
| | Course and exercises |
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| Classes and practice sessions take place on Wednesdays from 14 to 17h30, except as announced. Student participation and active involvement is necessary if the goals of training are to be met. |
| | Observation placements |
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| 10 hours (50 minutes per classroom hour) to be divided as appropriate during periods of observation. A brief report will be written and turned in. |
| | Teaching placements |
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| Student teaching is divided into periods, during which class meetings are suspended. First year: after All Saints' Day, 3 weeks; after Christmas, 4 weeks
Second year: after Christmas, 4 weeks; in the Easter season, 4 weeks.
Students choose supervisors from a list. Ideally students will switch supervisors for each of three student teaching periods, and they must switch types of teaching (general, professional, qualification techniques).
Students will submit an exact schedule for their student teaching a week before the period begins, using an ad hoc form.
Each student will be observed three times doing student teaching by special didacticians and eventually by general didacticians.
A report will be returned 15 days after each period of student teaching. |
| | Reflexive practical work |
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| Opportunities for reflective practice are not separate from class meetings and practice sessions: the debriefing, the analysis of shared practices, and the exchange of accounts of experiences are all occasions to improve one's practice. In their reports, students must take their distance with respect to their own experiences in order to analyze them. |
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| Written notes : |
| | Course and exercises |
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| Notes are prepared and distributed to students in class. The didactic contract for this class and other documents necessary for stages and various activities can be downloaded on the CIFEN website: http://www.cifen.ulg.ac.be/didac_spec/didac_index.htm |
| | Observation placements |
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| Notes are prepared and distributed to students in class. The didactic contract for this class and other documents necessary for stages and various activities can be downloaded on the CIFEN website: http://www.cifen.ulg.ac.be/didac_spec/didac_index.htm |
| | Teaching placements |
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| Notes are prepared and distributed to students in class. The didactic contract for this class and other documents necessary for stages and various activities can be downloaded on the CIFEN website: http://www.cifen.ulg.ac.be/didac_spec/didac_index.htm |
| | Reflexive practical work |
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| Notes are prepared and distributed to students in class. The didactic contract for this class and other documents necessary for stages and various activities can be downloaded on the CIFEN website: http://www.cifen.ulg.ac.be/didac_spec/didac_index.htm |
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| Assessment : |
| | Course and exercises |
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| Class attendance is mandatory and attendance will be figured into the final grade along with a grade for the theoretical part of the course.
During the month of October students must teach a class 50 minutes long and make a 25-minute presentation of the same material (selected) in front of other participants in the class (biologists, physicists, and chemists).
A brief report (micro-teaching I) will present the theme of the prepared lesson, the preparation for the lesson (in an ad hoc format), material to be handed out to "students", other material necessary for teaching, and a brief account of classroom discussion, including teacher comments - all of this to be presented on videocassette. Careful: what is most important is not the student's performance in teaching, but the a posteriori analysis he or she makes of it. This report must be turned in on 11/14/2007 at the latest, and must include an identification sheet and an analysis sheet detailing the student teacher's state of mind. |
| | Observation placements |
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| The ten hours of observation included in the special didactic part of the course consists of observations of students in the context of science classes. At the end of the observation period, students must submit an individual report including the record sheet, completed and signed, listing each observation hour and including a critical discussion for all observations. The report must be turned in by 5/31/08 at the latest. |
| | Teaching placements |
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| During your stages, you will get at least one visit from a general didactician (one training visit) and visits from a special didactician or a representative of the same (three visits for certification purposes). The purpose of these visits is to determine the context of your work, your difficulties, and your strong points, as well as your progress in learning the teaching profession (construction of professional identity). After being observed, you will have the chance to discuss with each didactician your difficulties or questions. You will later receive a written report including your grade.
Stage preparations will be appended to active stage reports, including a brief description of the context of student teaching, an a posterior analysis of lessons taught and a reflection on the entire period, detailing your strong points and skills acquired, as well as your weaknesses and skills that need to be improved.
Grades for each stage, depending on the number of hours taught, will be calculated as follows:
Grade from student teaching supervisor: 30%
Grade on stage report: 30%
Grade from special didactician (visit): 40%
The final grade may be adjusted depending on the positive development of the student teacher. |
| | Reflexive practical work |
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| Grading of reflective practices will be handled as a training exercise that continues alongside practice sessions, teaching exercises, student teaching reports and micro-teaching |
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| Contacts : |
| | Course and exercises |
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| teacher : Marie-Noëlle HINDRYCKX
MN.Hindryckx@ulg.ac.be
assistant : Christine Daussogne
christine.daussogne@ulg.ac.be
3 allée de la Chimie
B6a office -2/118b
B-4000 Liège
04 366 34 89
Teaching instructors:
- Mrs Lespagnard, Teacher for social advancement « les Waroux » of Liege: ben_lespagnard@hotmail.com
- Mrs Jonlet-Laubin, Institut Saint Joseph Chênée : christine_jonlet@yahoo.com
- Mrs Binot, Athénée Ch. Rogier, Liège I in Liège : fbinot@skynet.be
- Mrs Kreit-Hansoul, Saint Benoît-Saint Servais : hansoul_d@yahoo.fr |
| | Observation placements |
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| MN.Hindyckx@ulg.ac.be
Christine.daussogne@ulg.ac.be
04 366 34 89 |
| | Teaching placements |
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| Marie-Noëlle Hindryckx (teacher)
MN.Hindryckx@ulg.ac.be
Christine Daussogne (assistant)
Christine.daussogne@ulg.ac.be
3 allée de la Chimie, B6a
Office -2/118b
4000 Liège
04 366 34 89
Teaching instructors:
Mrs Lespagnard, Teacher for social advancement « les Waroux » of Liège ben_lespagnard@hotmail.com
Mrs Jonlet-Laubin, Institut Saint Joseph Chênée : christine_jonlet@yahoo.com
Mrs Binot, Athénée Ch. Rogier, Liège I in Liège : fbinot@skynet.be
Mrs Kreit-Hansoul, Saint Benoît-Saint Servais : hansoul_d@yahoo.fr |
| | Reflexive practical work |
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| Marie-Noëlle Hindryckx (teacher)
MN.Hindryckx@ulg.ac.be
Christine Daussogne (assistant)
Christine.daussogne@ulg.ac.be
3 allée de la Chimie, B6a
Room -2/118b
4000 Liege
04 366 34 89 |
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| Remarks : |
| | Course and exercises |
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| The didactic contract and other documents needed for activities, including a class schedule, can be downloaded at the CIFEN website:
http://www.cifen.ulg.ac.be/didac_spec/didac_index.htm |
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