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| PEDA4028-1 | Socio-cognitive dimensions of school-learning
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| Duration : | 15h Th |
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| Number of credits : |
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| Lecturer : | Annick Fagnant |
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Language(s) of instruction :
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| French language |
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Organisation and examination :
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| All year long |
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Course contents :
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| Three aspects are developed in this course:
- The socio-cognitive interactions (group work)
- The socio-cognitive approaches of motivation
- The socio-cognitive misunderstandings ("rapport au savoir" and students with learning difficulties) |
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Learning outcomes of the course :
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| Students will understand the theoretical foundations of various types of group work with the aim of identifying the benefits and limitations of each one.
They will understand socio-cognitive approaches of motivation in order to identify the variables upon which teachers can act in order to motivate students.
They will also better understand how some methodological choices can lead to socio-cognitive misunderstandings and they will identify didactic avenues aiming to help pupils to really understand the cognitive challenges of Learning.
They will be able to take advantage of the theoretical contributions to analyze one's practice and to design improvements and innovations in teaching. |
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Prerequisites and co-requisites/ Recommended optional programme components :
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| It is recommended to take the « Analyse critique des courants psychopédagogiques » course (Marcel CRAHAY) and the « Analyse des processus d'enseignement » course (Dominique LAFONTAINE) before or during the same academic year. |
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Planned learning activities and teaching methods :
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| The methodology will consist of alternating some questionings, readings and distance-work. |
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Mode of delivery (face-to-face ; distance-learning) :
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| First lesson (face-to-face - Saturday October 12 from 14 to 17 ) to present the structure of the course and to explain the organization. Thereafter, the course will take the form of distance-learning based on readings and a partially interactive methodology. |
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Recommended or required readings :
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| A reading folder corresponding to the three themes developed in the course will be made available for students.
For the second axis, a reference book is needed :
Bourgeois, E. & Galand, B. (2006). (Se)motiver à apprendre. Paris : Presses Universitaires de France. |
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Assessment methods and criteria :
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| Written exams. |
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Work placement(s) :
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Organizational remarks :
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Contacts :
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| Annick Fagnant - afagnant@ulg.ac.be |
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