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| AESS0235-1 | Special didactics in biology (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 : Marie‑Noëlle Hindryckx
Teaching placements : Marie‑Noëlle Hindryckx
Reflexive practical work : Marie‑Noëlle Hindryckx
School practical outside lectures : 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 exercices |
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| During DIDAC 2, the classes and practical exercises will continue to explore the questions raised during DIDAC 1, and will also address the following questions :
How can we check that each pupil has adequate skills-based learning in the biological sciences?
How can we establish contact and dialogue with actors close to the school environment who may be able to help pupils and also help teachers in their work?
How can we widen our training to develop our careers? Science, technology and society; the birth of scientific knowledge and its evolution over time; enrolling in continuing professional education.
How can we construct a specific methodology for the teaching of science?
What image does science project of itself? What values? What moral code? How can we create responsible citizens? ... |
| | Teaching placements |
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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 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. |
| | School practical outside lectures |
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| These 10 hours will be devoted to two different types of activities which are explained in detail on the instruction sheet that is available on WebCT. |
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Learning outcomes of the course :
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| | Course and exercices |
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| The objectives worked on in DIDAC 1 will be continued. Here are the specific objectives for Part 2 of the course:
Upon completion of the course students will be able to:
-Reflect about their epistemological and didactic positions;
-Understand how the foregoing are involved in student learning and in the construction of their professional identity;
-Reflect and gain perspective regarding the profession of teaching, know how to listen to students, and be able to call on actors who are involved with the school in order to get more help for students. |
| | Teaching placements |
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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. |
| | School practical outside lectures |
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| The objective of these activities is for students to encounter the macroscopic context of teaching and the school; to look at students and their education in a different way; and to learn to work in a system. |
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Prerequisites and co-requisites/ Recommended optional programme components :
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| | Course and exercices |
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| Having followed the DIDAC 1 part of the course. |
| | Teaching placements |
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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) and have completed the active practice stages of DIDAC 1. If in the course of activities a lack of preparation is observed the faculty for special didactics in biology reserves the right to require individual students to remedy this lack and to demand that additional conditions be met prior to that student being allowed to practice teach. |
| | Reflexive practical work |
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| none |
| | School practical outside lectures |
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| Activities must be submitted for approval by a didactics specialist. |
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Planned learning activities and teaching methods :
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| | Course and exercices |
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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. |
| | Teaching placements |
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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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| Return periods for stages and practical exercises will furnish opportunities for working on the practice of reflection with students. |
| | School practical outside lectures |
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| Students must schedule their own activity sessions outside of class, at times other than those scheduled for internship work or training, after having received the authorisation of a didactics specialist. |
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Mode of delivery (face-to-face ; distance-learning) :
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| | Course and exercices |
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| Classes and exercises take place on Wednesdays between 14:00 and 17:30. It is essential that all enrolled students participate and are committed, for the training course to succeed. |
| | Teaching placements |
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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 (one visit). |
| | 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. The portfolio will count 20% of the final grade, and must be prepared in accordance with instructions that can be downloaded from the WebCT platform. |
| | School practical outside lectures |
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| Chosen by the student, throughout the training year. |
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Recommended or required readings :
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| | Course and exercices |
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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. |
| | Teaching placements |
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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. |
| | School practical outside lectures |
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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 exercices |
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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.
Students will get another opportunity to carry out a teaching exercise during the first-quadrimester course. This involves going to visit the pedagogical supervisor (one is assigned to each student) and teaching one class of his or her course, when this can be scheduled and under certain conditions. Once again, this exercise will not be graded, but the analysis of it that is made with the help of the pedagogical supervisor will be graded as part of a report to be added to the portfolio.
Special Didactics 2 will end with an oral examination. At this examination students must present to their colleagues a piece of work, which must have been finished in advance of the exam, so that students can furnish a copy (electronic document or paper) to the didactic specialist for biology on the date of the exam.
The purpose of this assignment is to present a lesson (or a sequence of lessons) on a theme from the teaching programme, mobilizing exact scientific skills; this lesson must be produced as a text that can be circulated among a student's colleagues. Students will present in front of their colleagues (10'), a poster that displays the main ideas of the lesson, plus other concrete material if necessary.
These sequences will take place on Wednesdays in late May and early June. This examination will count 30% of the final grade for this part of the course. |
| | Teaching placements |
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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.
The internship stage grade will be calculated as follows:
Grade from the didactic specialist (visits) plus the opinion of the intern supervisor(s): 50% of the total for this part
The grade for this stage will be issued for the second and third certificatory visits.
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. The grade given to the portfolio will count 20% of the grade for this part of the course. |
| | School practical outside lectures |
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| Students will hand in a form describing briefly the activities they performed, along with the visas of those responsible for the activities, accompanied by commentary on the experiences: I liked this, I was disappointed in that, I learned (reflective procedure). This task will be included in the portfolio and must be in accordance with instructions that can be downloaded from WebCT. |
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Organizational remarks :
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| | Reflexive practical work |
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| none |
| | School practical outside lectures |
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| none |
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Contacts :
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| | Course and exercices |
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| Marie-Noëlle Hindryckx (teacher)
MN.Hindryckx@ulg.ac.be
Mélanie Laschet (assistant)
Melanie.laschet@ulg.ac.beCoentin Poff@ (assistant)
Corentin.poffe@ulg.ac.be
3 allée de la Chimie, B6a
room -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 |
| | Teaching placements |
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| Marie-Noëlle Hindryckx (teacher)
MN.Hindryckx@ulg.ac.be
Mélanie Laschet (assistant)
Mélanie.laschet@ulg.ac.beCorentin Poffé (assistant)
corentin.poffe@ulg.ac.be
3 allée de la Chimie, B6a
room -2/118b
4000 Liège
04 366 34 89
Teaching instructors:
Mrs Lespagnard, Teacher of 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
Mélanie Laschet (assistant)
Melanie.laschet@ulg.ac.beCorentin Poffé (assistant)
corentin.poffe@ulg.ac.be
3 allée de la Chimie, B6a
room -2/118b
4000 Liège
04 366 34 89 |
| | School practical outside lectures |
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| Marie-Noëlle Hindryckx (teacher)
MN.Hindryckx@ulg.ac.be
Mélanie Laschet (assistant)
Melanie.laschet@ulg.ac.be
3 allée de la Chimie, B6a
room -2/118b
4000 Liège
04 366 34 89 |
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