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| AESS1218-1 | Special didactics in biology : placements (1st part)
- Observation placements
- Teaching placements
- Reflexive practical work
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| Duration : | Observation placements : 10h Internship
Teaching placements : 20h Internship
Reflexive practical work : 5h Pr
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| Number of credits : |
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| Lecturer : | Observation placements : Marie-Noëlle Hindryckx
Teaching placements : Marie-Noëlle Hindryckx
Reflexive practical work : Marie-Noëlle Hindryckx
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| Coordinator : | Marie-Noëlle Hindryckx |
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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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 | | Observation placements |
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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. |
| | 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 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. The reflective posture can take place into the teaching practice during all the cursus |
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Learning outcomes of the course :
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| | Observation placements |
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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, or to modify their actions in classroom |
| | 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. |
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Prerequisites and co-requisites/ Recommended optional programme components :
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| | Observation placements |
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| Student must be properly enrolled at the University and sign up for special didactics in biology (attendance required). |
| | 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). 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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| no one |
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Planned learning activities and teaching methods :
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| | Observation placements |
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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. |
| | 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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| Refresher sessions after the end of practice teaching are offered; each student can share his or her experience and analyse the experience of others. Reflective posture can take place into the teaching practice during all the cursus |
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Mode of delivery (face-to-face ; distance-learning) :
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| | Observation placements |
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| 10 hours (50') to be scheduled in accordance with demands throughout the internships, in schools according student's choice |
| | 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
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. The student who is teaching in a school (for job) could only validate in this school 10 course periods in his own classes or not.
Each student will be observed four times during stages by didactics specialists and eventually by didactics generalists.
The internship report 5h (5 hours of the internship) will be written according to instructions that are posted on MyULg and are downloadable. This report will be always available during the practice. |
| | 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. |
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Recommended or required readings :
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| | Observation 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 MyULg |
| | 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 MyULg. |
| | 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 MyULg |
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Assessment methods and criteria :
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| | Observation placements |
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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 must be return to Didactic professors, can be downloaded from MyULg. |
| | 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). If it's possible, 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 MyULg. A written justification will be given to students later on, along with the grade given.
An internship report will be required for the first five hours of the stage (rapport 5h). The report will cover all the preparations for the stage, a brief description of its context, an a posteriori analysis of each lesson 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 MyULg and can be downloaded there. The report must be turned in 2 weeks after the end of the practice. If a student receives a grade lower than 10/20 for the report, another report will be required covering 5 hours of the stage more, 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 I report; Grade from the didactic specialist's visit (certificative visit 1), plus the opinion(s) of intern supervisor(s) (teachers)
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 35h report will be the basis for a more formal evaluation. |
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Work placement(s) :
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Organizational remarks :
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Contacts :
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| | Observation placements |
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| Teachers :
Marie-Noëlle HINDRYCKX
MN.Hindryckx@ulg.ac.be
Teaching instructors:
Mélanie Laschet
melanie.laschet@ulg.ac.be
Corentin Poffé
corentin.poffe@ulg.ac.be
3 allée de la Chimie
B6a bureau -2/118b
B-4000 Liège
04 366 34 89
Moniteurs pédagogiques:
- Mme Lespagnard - bernadette.lespagnard@hel.be
- Mme L. Hogenboom - laurehogenboom@yahoo.fr
- M. V. Lauria - cblauria@hotmail.com
- Mme M. Collinge - melacollinge@yahoo.fr |
| | Teaching placements |
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| Teachers :
Marie-Noëlle HINDRYCKX
MN.Hindryckx@ulg.ac.be
Assistants :
Mélanie Laschet
melanie.laschet@ulg.ac.be
Corentin Poffé
corentin.poffe@ulg.ac.be
3 allée de la Chimie
B6a bureau -2/118b
B-4000 Liège
04 366 34 89
Teaching monitors:
- Mme Lespagnard - bernadette.lespagnard@hel.be
- Mme L. Hogenboom - laurehogenboom@yahoo.fr
- M. V. Lauria - cblauria@hotmail.com
- Mme M. Collinge - melacollinge@yahoo.fr |
| | Reflexive practical work |
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| Teachers :
Marie-Noëlle HINDRYCKX
MN.Hindryckx@ulg.ac.be
assistants :
Mélanie Laschet
melanie.laschet@ulg.ac.be
Corentin Poffé
corentin.poffe@ulg.ac.be
3 allée de la Chimie
B6a bureau -2/118b
B-4000 Liège
04 366 34 89
Teaching instructors:
- Mme Lespagnard - bernadette.lespagnard@hel.be
- Mme L. Hogenboom - laurehogenboom@yahoo.fr
- M. V. Lauria - cblauria@hotmail.com
- Mme M. Collinge - melacollinge@yahoo.fr |
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