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| PESU1016-6 | Framing and analysis of teaching and evaluation practices
- Part 1 : Description and critical analysis of teaching and evaluation practices
- Part 2 : Reflexive approach to professional practice
- Part 3 : Professional practice : tutored analysis
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| Duration : | Part 1 : Description and critical analysis of teaching and evaluation practices : 60h Th
Part 2 : Reflexive approach to professional practice : 15h AUTR
Part 3 : Professional practice : tutored analysis : 45h AUTR
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| Lecturer : | Part 1 : Description and critical analysis of teaching and evaluation practices : Marianne Poumay
Part 2 : Reflexive approach to professional practice : François Georges, Marianne Poumay
Part 3 : Professional practice : tutored analysis : Catherine Delfosse, Chantal Dupont, François Georges, Françoise Jérôme, Marianne Poumay
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| Coordinator : | Marianne Poumay |
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Language(s) of instruction :
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| English language |
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Course contents :
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| You describe your experience as a teacher; you examine critically your teaching and evaluation practices and you identify their strengths and weaknesses with the purpose of improving pedagogically one of the courses you are in charge of. In order to carry out your description and analysis, you will have to appropriate the pedagogical models and theories which will be presented within this course. |
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Learning outcomes of the course :
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| Formasup aims at the professional development of teachers in higher education. In concrete terms, the Formasup programme focuses on the development of 3 competences:
1) Design a course which is coherent, meaningful and which facilitates students' learning
2) Teach in a way that fosters students' motivation, activity and engagement; in order to be able to inform each student about his/her progress; in order to facilitate learning in depth and lifelong learning
3) Regulate your teaching practices by conducting classroom investigations with the following characteristics: well-documented, rooted in your practices und useful for them, of interest to the teaching community
The course "Framework and analysis of teaching and evaluation practices" contains numerous learning activities which will enable you to develop competences 1 and 2. However, the whole Formasup programme being built on a competence-based approach to teaching and learning, an integrated appropriation of training contents tends to supplant the fragmentation of the programme into single courses. Thus, you will also start developing competence 3. However, your development of competences 1 and 2 only will be subjected to summative assessment within this course.
According to Jacques Tardif's definition (2006)*, a competence corresponds to the ability to act in a complex way by efficiently mobilizing and combining internal and external resources within a family of situations (free translation from the original formulation in French). In accordance with Tardif's definition, the development of each Formasup competence is based on the acquisition of internal resources. You can find a list of the resources (thinking skills, practical skills and attitudes) pertaining to each competence on the Formasup competence map. The map can be found on the Formasup informative website: http://www.formasup.ulg.ac.be (http://www.formasup.ulg.ac.be/) (click on "Programme competences", then on any of the elements to be spread out).
*Tardif, J. (2006). L'évaluation des compétences. Chenelière Education. Montréal, Canada. ISBN 2-7650-1005-6. |
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Prerequisites and co-requisites/ Recommended optional programme components :
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| The course "Framework and critical analysis of teaching and evaluation practices" is centred on the description and analysis of your teaching practices such as you actually apply them to one of the courses you are in charge of. Therefore, you have to conform to the 2 following prerequisites in order to do this course:
· You have at least 3 years of significant work experience in teaching;
· You work currently as a teacher in an institution of higher education.
Moreover, you should have a reliable Web connection with high flow at your disposal. |
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Planned learning activities and teaching methods :
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| The learning activities of this course aim at enabling you to deepen and to reflect on significant aspects of the Formasup competences "design" and "teach" in order to transfer those to your own teaching practices. The activities of transfer consist in describing and analysing one of your own courses by using the pedagogical models and theories you will be introduced to within this course.
Planned learning activities:
· By means of expositions, discussions and applications, you familiarize yourself with pedagogical models and theories.
· You carry out regularly individual assignments on which you get feedback, so that you can improve them if need be.
The tasks to be performed are explained orally during the face-to-face sessions or the virtual classes. Written explanations are also available in the online learning environment dedicated to Formasup. Each assignment handout contains detailed instructions, bibliographical references and relevant resources.
· Every week, you post at least one reflective comment on the Formasup blog. Your comments have to reflect on the learning activities in which you take part and on their effects on your own teaching practices.
If you are an educational counsellor, you will get slightly different learning activities and recommended readings than those described in this course syllabus. Activities and readings will be determined according to the tasks you usually perform as an educational counsellor. |
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Mode of delivery (face-to-face ; distance-learning) :
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| . You participate in the virtual classes which are to take place every 2 weeks. The virtual classes are organized by means of the conferencing tool "Elluminate" which is integrated in the online learning environment dedicated to Formasup.
· You have free access to the Formasup online learning environment. The online environment contains assignment handouts, bibliographical references, learning resources and tools of synchronous and asynchronous communication.
· You engage actively in your Formasup training: you perform the assigned tasks in accordance with the given instructions (see assignment handouts available in the online learning environment) and with the imparted deadlines. In case you should miss more than 2 virtual classes and accumulate delays in the posting of your assignments, you will not be allowed to present yourself at the examinations. |
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Recommended or required readings :
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| The Formasup online learning environment is updated regularly. It contains the material which is used during the training sessions (notes, PPT presentations, articles...).
Moreover, you are requested to read one book written in the language in which you attend the Formasup programme (French or English). We also advise you to read the other books of the list (provided they are written in the language that you master).
Compulsory reading in French:
Prégent, R., Bernard, H., Kozanitis, A. (2009). Enseigner à l'université dans une approche-programme. Montréal: Presses internationales Polytechnique.
Compulsory reading in English:
McKeachie, W.J. (2011). Teaching Tips: Strategies, Research, and Theory for College and University Teachers. 13th Edition. Wadsworth, Belmont (USA).
Recommended readings:
Tardif, J. (2006). L'évaluation des compétences. Chenelière Education. Montréal, Canada. ISBN 2-7650-1005-6.
Viau, R. (2009). La motivation en contexte scolaire (2 ed.). Bruxelles: De Boeck.
Schön, D.A. (1983). The Reflective Practitioner: How professionals think in action. London: Temple Smith.
Schön, D.A. (1994). Le praticien réflexif: A la recherche du savoir caché dans l'agir professionnel. Montréal: Editions Logiques. |
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Assessment methods and criteria :
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| · The method of assessment applied to this course consists in making you write down the syllabus of one of your own courses. Your course syllabus should belong to the course you have chosen to describe and analyse throughout the Formasup learning activities. Your course syllabus has to be written down according to a standard format. It should also show evidence of your ability to make use of the contents of this course (see especially the contents related to learning goals, teaching methods, methods of assessment and pedagogical alignment).
· Your course syllabus will make up 20% of your end-of-programme grade (i.e. 20 points out of 100). The minimum required grade is 10/20.
· The summative assessment of your course syllabus will take place in January. |
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Training(s) :
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| The activities of transfer consisting in describing and analysing one of your own courses with a view to improving its pedagogical quality can be regarded as a kind of practical training inasmuch as the improvements that you will choose to bring to your course will influence your students' learning. The third part of this course ("Professional practice: tutored analysis") focuses on those activities of transfer. Therefore, you will get feedback on them from the coaching staff. |
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Organizational remarks :
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| See the organizational specifications concerning distance-learning formulated in the section entitled "Mode of delivery". |
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Contacts :
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| Professor Marianne POUMAY: 0032(0)4 366 20 79 or m.poumay@ulg.ac.be |
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| Items online : |
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| Blackboard online environment |
| As indicated in the section entitled "Mode of delivery", you have free access to the online learning environment dedicated to Formasup. The online environment contains assignment handouts, bibliographical references, learning resources and tools of synchronous and asynchronous communication. |
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