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| AESS0217-1 | Special didactics in biology (part I)
- Course and exercises
- Training courses : teaching observation
- Training courses : teaching
- Reflexive practical work
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| Duration : | Course and exercises : 40h Th
Training courses : teaching observation : 10h Internship
Training courses : teaching : 20h Internship
Reflexive practical work : 5h Pr
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| Number of credits : |
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| Lecturer : | Course and exercises : Marie‑Noëlle Hindryckx
Training courses : teaching observation : Marie‑Noëlle Hindryckx
Training courses : teaching : Marie‑Noëlle Hindryckx
Reflexive practical work : Marie‑Noëlle Hindryckx
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Language(s) of instruction :
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| French language |
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Course contents :
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 | | 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. |
| | Training courses : teaching observation |
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| Observation practice is visiting teachers' classes and observing them in different situations in science teaching; this is to improve one's own teaching during practice teaching. |
| | Training courses : teaching |
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| Practice teaching is made up of important steps in the progressive acquisition of teaching skills. Students working on course preparation and related tasks must apply themselves as diligently as possible to these tasks. The teaching intern must sign a statement promising to act with respect toward the institution, the intern director and the students he or she is given to instruct, in human and moral terms as well as pedagogical terms. This promise is a declaration on the part of the intern which will be made available to students, and which must be signed at the beginning of the year.
Internships with teaching are opportunities for students to be exposed to different kinds of teaching, different ways of presenting material in class, and different kinds of publics (students). |
| | Reflexive practical work |
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| Students will be able to gain perspective with regard to their own teaching practice during teaching exercises and practice teaching; there will be many occasions for students to analyze their own practices in order to improve. |
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Learning outcomes of the course :
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| | Course and exercises |
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| After completion of the DIDAC I course, students should be able to:
- use all necessary references in order to make sure that biology is taught in an up-to-date fashion which is focused on students, and intended to help them acquire the skills required at their level of instruction.
- practice effective communication, master the use of effective didactic tools, manage learning by students in class effectively;
- develop notions of themselves in order to construct their professional identities as biology teachers. |
| | Training courses : teaching observation |
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| Students will be able to analyze teaching situations in which they may find themselves placed (in classrooms, in public, typical teaching tasks) prior to having full charge of class meetings. |
| | Training courses : teaching |
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| The principal objective of practice teaching is to put the future teacher in situations that he or she will encounter in professional practice. These teaching situations will lead future teachers to acquire skills as they pursue their initial training for the profession of teacher.
After practice classes are over, the student will be able to prepare a complete lesson plan for a class, to demonstrate a willingness to reflect upon his or her practice, and to study that practice in order to improve it. |
| | Reflexive practical work |
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| Upon completion of the course students should be able to:
-analyse their practice in order to improve it, alone and in a group;
-analyse the practice of others in order to enrich their vision of teaching in the sciences;
-take into account their own representations of the profession in order to enable them to develop. |
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Prerequisites and co-requisites/ Recommended optional programme components :
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| | Course and exercises |
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| Prerequisites include high-quality scientific training gained during university-level study (animal and plant biology, biochemistry, biomedicine, veterinary medicine, etc.), and this scientific knowledge will be tested at the beginning of the course in order to allow students to remedy gaps in their preparation; sufficient facility in the course language of instruction (French) is required, and this will also be tested at the beginning of training leading to qualification. |
| | Training courses : teaching observation |
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| Student must be properly enrolled at the University and sign up for special didactics in biology (attendance required). |
| | Training courses : teaching |
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| In order to be allowed to enter the teacher training programme, students must sign an internship protocol and must have participated on a regular basis in classes and exercises (attendance is verified). If in the course of activities a lack of preparation is observed the faculty for special didactics in biology reserves the right to require students to remedy this lack and to demand that additional conditions be met prior to that student being allowed to practice teach.
The student must observe the internship rules established for the classes of special didactics in biology. |
| | Reflexive practical work |
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| n.a. |
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Planned learning activities and teaching methods :
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| | Course and exercises |
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| Training is intended to be concrete in nature, concerning active methods:
- Teaching exercises are jointly organized, including classes in physics and chemistry: each student presents a lesson based on a theme given to him or her, and helps others preparing their lessons. This work is captured on film. A report must be written.
- Concrete situations are set up in accordance with a theme such as experimental science, or management of groups and discussions, including classroom debates, in terms of analyses and field trips, experimentation in biology, and skill testing. |
| | Training courses : teaching observation |
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| Information collected during observation practice will help improve teaching practice during the internship, but it will also help students follow the material in classes and exercises. |
| | Training courses : teaching |
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| Exercises in small groups supervised by a pedagogical monitor contribute to the construction of didactic sequences for each student's benefit, depending on what is asked for and the subjects involved. |
| | Reflexive practical work |
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| Refresher sessions after the end of practice teaching are offered; each student can share his or her experience and analyse the experience of others. |
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Mode of delivery (face-to-face ; distance-learning) :
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| | Course and exercises |
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| Classes for the course and for exercises are on Wednesdays from 14h to 17h30, except in special cases. Enthusiastic participation on the part of each student is necessary in order for the training staff to do their job. |
| | Training courses : teaching observation |
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| 10 hours (50') to be scheduled in accordance with demands throughout the internships. A brief report will be required. The report will be placed in the student's portfolio. |
| | Training courses : teaching |
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| Internships are scheduled during periods when regular courses are not in session. First year: after All Saints', 3 weeks; after Christmas, 4 weeks
Second year: after Christmas, 4 weeks, at the time of the Easter holiday, 4 weeks.
Students choose their internship directors from a list furnished by the Special Didactics Service for biology. Students will have a different supervisor for each of three stages of their training. Students must switch types of teacher training for a minimum of 5 course periods (50') (from general teaching to professional or technique of qualification). Students will fulfil their stage requirements in at least two different schools.
Students will make their exact internship schedule available one week before the beginning of the period, with the help of an ad hoc form to be filled out. Hours spent doing practice teaching, etc., which are not scheduled in this manner in a timely fashion will not be counted.
Each student will be observed four times during stages by didactics specialists and eventually by didactics generalists.
The internship report (10 hours of the internship) will be written according to instructions that are posted on the WebCT platform and are downloadable. |
| | Reflexive practical work |
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| Time spent in reflection on practice is not separated from time in class or time spent doing exercises: post-internship discussions, analysis of shared practices, and discussion of practices are opportunities to work on this. In the portfolio, students must reflect upon their experiences, analysing and completing them by means of bibliographical research on announced themes. |
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Recommended or required readings :
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| | Course and exercises |
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| Notes are prepared and handed out to students during class. The didactic contract and documents needed for internship activities and various other activities can be downloaded from the WebCT platform.
Students are requested to begin reading these two works:
André Giordan and Jérôme Saltet, Apprendre à apprendre, Editions Librio
Philippe Meirieu, Lettre à un jeune professeur, ESF éditeur
The Special Didactic Service for biology will distribute these books to students. |
| | Training courses : teaching observation |
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| Notes are prepared and handed out to students during class. The didactic contract and documents needed for internship activities and various other activities can be downloaded from the WebCT platform. |
| | Training courses : teaching |
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| Notes are prepared and handed out to students during class. The didactic contract and documents needed for internship activities and various other activities can be downloaded from the WebCT platform. |
| | Reflexive practical work |
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| Notes are prepared and handed out to students during class. The didactic contract and documents needed for internship activities and various other activities can be downloaded from the WebCT platform. |
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Assessment methods and criteria :
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| | Course and exercises |
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| Class attendance shall be mandatory, and will be included as part of a general evaluation, which will be figured into the overall course grade.
During the month of October students must prepare a 50-minute lesson, and then must present 25 minutes of it (selected) before other participants in the agrégation (biologists, physicians and chemists).
A brief report (micro-teaching report) will present the theme of the lesson, the preparation for the given lesson (using the ad hoc format), paperwork completed by "students" and any other necessary material. The main remarks from the open class discussion plus personal observations, including viewing the video support for the presentation should be included in the portfolio. Be careful: it's not the teaching performance but the formal preparation for it, and the subsequent analysis the student makes of it, which will be the object of evaluation. The micro-teaching report has to be turned in in two stages: a first version must be handed in on the day of the teaching exercise in order to make a training evaluation possible, and an amended, second version must be prepared which takes account of the commentary made during the training evaluation, two weeks after reception of that evaluation. The portfolio must be turned in complete, and in accordance with the instructions which are posted on and downloadable from the WebCT platform, on a date which will be announced at the beginning of the academic year.
The certifying note for the micro-teaching report counts 30% of the total grade for this part. |
| | Training courses : teaching observation |
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| The ten hours of observation handled by the Special Didactic Service will be observations of students in the context of a class meeting of a science course. Following completion of the observations the proper form, completed and signed for each hour of observation including a critical discussion concerning all the observations must be included in the portfolio. The portfolio must be turned in complete, and in accordance with the instructions which are posted on and downloadable from the WebCT platform, on a date which will be announced at the beginning of the academic year. |
| | Training courses : teaching |
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| During the internship the student will be visited four times by the members of the Special Didactic Service for biology. The first visit of the internship will be carried out as a training visit, and the following three visits will be for purposes of certification. The purpose of the visits is to observe the context of work being performed, the practice teacher's strengths and weaknesses, and to verify progress in professional ability as a teacher (construction of professional identity). After the observation is concluded the student will be able to discuss any problems or questions with the didactic specialists. The grade for that part of the stage will be arrived at using a grid of criteria which will be shared with students and which can be downloaded from the WebCT platform. A written justification will be given to students later on, along with the grade given.
An internship report will be required for the first ten hours of the stage. The report will cover preparations for the stage, a brief description of its context, an a posteriori analysis of lessons presented and a reflection on the whole internship experience, setting out strengths and skills learned along with weaknesses and skills that need to be improved. The report must be in accordance with the instructions that have been posted on WebCT and can be downloaded there. The report must be turned in 2 weeks after the end of the ten-hour commitment. If a student receives a grade lower than 10/20 for the report, another report will be required covering 5 hours of the stage, and this will continue until the report can earn a grade higher than 10/20.
The grade will be calculated in the following manner:
Grade for stage report: 40%
Grade from the didactic specialist's visits, plus the opinion(s) of intern supervisor(s): 30%
The stage grade for this part will be issued for the first certificatory visit.
No second session will be convened for the internships. |
| | Reflexive practical work |
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| The evaluation for reflective practice will be a training grade which will continue throughout exercises. The internship report and the portfolio will be the basis for a more formal evaluation. |
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Organizational remarks :
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| | Course and exercises |
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| The didactic contract and necessary instructions for activities and schedules can be downloaded from the WebCT platform. |
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Contacts :
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| | Course and exercises |
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| teacher : Marie-Noëlle HINDRYCKX
MN.Hindryckx@ulg.ac.be
assistants : Mélanie Laschet
Melanie.laschet@ulg.ac.beCorentin Poffé
Corentin.poffe@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 |
| | Training courses : teaching observation |
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| MN.Hindyckx@ulg.ac.be
melanie.laschet@ulg.ac.becorentin.poffe@ulg.ac.be
04 366 34 89 |
| | Training courses : teaching |
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| Marie-Noëlle Hindryckx (instructor) - MN.Hindryckx@ulg.ac.be
Mélanie Laschet (assistant) - melanie.laschet@ulg.ac.be
Corentin Poffé (assistant) - corentin.poffe@ulg.ac.be
3 allée de la Chimie, B6a
local -2/118b
4000 Liège
04 366 34 89
Pedagogical supervisor:
Mme Lespagnard, Enseignement de promotion sociale « les Waroux » de Liège : ben_lespagnard@hotmail.com
Mme Jonlet-Laubin, Institut Saint Joseph Chênée : christine_jonlet@yahoo.com
Mme Binot, Athénée Ch. Rogier, Liège I à Liège : fbinot@skynet.be
Mme Kreit-Hansoul, Saint Benoît-Saint Servais : hansoul_d@yahoo.fr |
| | Reflexive practical work |
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| Marie-Noëlle Hindryckx (instructor) - MN.Hindryckx@ulg.ac.be
Mélanie Laschet (assistant) - melanie.laschet@ulg.ac.be
Corentin Poffé (assistant) - corentin.poffe@ulg.ac.be
3 allée de la Chimie, B6a
local -2/118b
4000 Liège
04 366 34 89 |
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