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| AESS0223-2 | Special didactics in Classical languages and literatures (part II)
- Course and Exercices
- Teaching placements
- Reflexive practical work
- School practical outside lectures
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| Duration : | Course and Exercices : 35h Th
Teaching placements : 20h Internship
Reflexive practical work : 5h Pr
School practical outside lectures : 10h Pr
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| Number of credits : |
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| Lecturer : | Course and Exercices : Paul Pietquin
Teaching placements : Paul Pietquin
Reflexive practical work : Paul Pietquin
School practical outside lectures : Paul Pietquin
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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 Exercices |
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| 1. Issues in teaching the ancient languages.
Evaluation criteria: evaluation grid for Latin versions and skills of family tasks III.
Specific methods of teaching in the first-degree of secondary schools.
Different methods for reading texts.
2. Teaching practices that differ from the current official instructions.
Brief history of education: Middle Ages, Comenius, Jesuit pedagogy, Port Royal, Belgium teaching of type I.
Students are encouraged to experiment other teaching practices (different from those that they have experienced themselves). |
| | Teaching placements |
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| Three ranges of two weeks (in November, January and March) are devoted to teaching courses in a school chosen by the student, with the advice of the teacher.
The 40 hours of training (partim I and II), should include lessons in Greek and Latin, and involve all three levels of secondary school.
Each lesson must be written and should preferably sent in advance to the referring teacher. |
| | Reflexive practical work |
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| Two group sessions are held. Each student completes a grid description of a "critical incident" that has occurred during a training and these incidents are discussed in small groups prior to pooling. |
| | School practical outside lectures |
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| It is up to students to choose what type of school practices taking place outside of the class they will observe. This may include supervision of an educational trip, participation in class meetings, preparation of a special day, or any other activity approved in advance by the teacher. |
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Learning outcomes of the course :
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| | Course and Exercices |
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| The course aims to enable students
- to create and use evaluation grids skills (families of tasks I and III);
- to use appropriate pedagogy for beginning students, and to include specific objectives in the first degree in secondary education;
- to be creative and critical throughout their careers, in the development and implementation of teaching methods. |
| | Teaching placements |
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| Students improve their practical teaching skills by practicing and being evaluated on sets of target criteria, particularly those related to the attitude in class, the management of the class, the written text of the lesson and the structuring of teaching. |
| | Reflexive practical work |
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| The aim is mainly to give students tools to analyze the challenges they will face during their careers, to teach them how to identify ways for improvement. Sessions are also held to promote the exchange of successful practices between learners. |
| | School practical outside lectures |
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| The courses aim to sensitize students to the overall functioning of a school, beyond the subjects to be taught and teaching personal relationships with students. |
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Prerequisites and co-requisites/ Recommended optional programme components :
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| | Course and Exercices |
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| Basic knowledge of French. |
| | Teaching placements |
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| Specialized language and cultural skills in Classics; advanced language skills in French. |
| | Reflexive practical work |
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| N/A. |
| | School practical outside lectures |
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| N/A |
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Planned learning activities and teaching methods :
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| | Course and Exercices |
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| Individual thinking from a standard form, pooled in small groups and then compared to the whole group. |
| | Teaching placements |
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| - a portfolio of lessons.
- assessment from a criterion-referenced grid. |
| | Reflexive practical work |
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| Individual thinking from a standard form, pooled in small groups and then compared to the whole group. |
| | School practical outside lectures |
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| The findings of the learners are synthesized in a short report (two pages). |
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Mode of delivery (face-to-face ; distance-learning) :
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| | Course and Exercices |
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| See: http://cipl82.philo.ulg.ac.be/horaires
The course will be held on Tuesday from 10am to 11am in the first half, and in a range of two hours to agree in the second half.
During periods of training, the course will be suspended and replaced by moments of "reflective practice". |
| | Teaching placements |
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| Three training periods are set:
two weeks in the month of November;
two weeks in January;
two weeks in March.
The 20 hours of training will be distributed at the earliest convenience of the learner.
The topic of the lesson is provided by the training supervisor. |
| | Reflexive practical work |
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| The sessions will be held collectively on Wednesdays afternoon of the second week of two training periods (November and March). |
| | School practical outside lectures |
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| In most cases, students conduct this training in their former school or in the school where the teaching training took place, but it is not mandatory.
This training may take place throughout the year.
The project must be submitted to the teacher for approval. |
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Recommended or required readings :
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| | Course and Exercices |
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| Course notes supplied by the teacher progressively. |
| | Teaching placements |
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| Available to students are:
a lecture scheme;
a specialized library. |
| | Reflexive practical work |
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| A grid and analysis tools are provided during the sessions. |
| | School practical outside lectures |
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| Instructions will be provided orally during the course. |
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Assessment methods and criteria :
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| | Course and Exercices |
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| Oral test concerning two written assignments (30% of final grade).
An accurate description with the evaluation criteria is given to students during the course. |
| | Teaching placements |
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| Evaluation is a combination of notes from the teacher, the referring teacher and the training teachers (a third for each).
A criterion-referenced assessment grid is used and is shown to students before the teaching training.
The note of training is 70% of the overall grade for the course. |
| | Reflexive practical work |
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| Attendance at meetings is mandatory. |
| | School practical outside lectures |
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| A report must be accompanied by a written statement signed by the head of the student during training. |
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