Duration
36h Th
Number of credits
Lecturer
Coordinator
Language(s) of instruction
French language
Organisation and examination
Teaching in the first semester, review in January
Schedule
Units courses prerequisite and corequisite
Prerequisite or corequisite units are presented within each program
Learning unit contents
Course Unit Description
This course unit addresses learner heterogeneity by engaging in a critical reflection on the specific nature of constructing school knowledge. It explores students' relationship to knowledge and examines the discrepancies between common-sense knowledge, school knowledge, and academic knowledge in relation to the issue of the FHGES curriculum framework addressed in S1: the religious dimension. Throughout the course, the learning content related to this issue and the corresponding didactic approaches are systematically examined.
Table of Contents
- Definition of key concepts: learner heterogeneity, differentiation, relationship to knowledge, specificity of school knowledge, socio-cognitive misunderstandings, and secondarization
- Overview of the issue in the FHGES curriculum framework addressed in S1: the religious dimension
- Learning content related to the S1 issue: the religious dimension
- Didactic approaches in history for addressing this issue with first-year secondary school students (S1)
Learning outcomes of the learning unit
At the completion of this learning unit, students will be able to:
- Conceptualize learner heterogeneity as an inherent characteristic of any human group, recognizing it as both a potential resource and a democratic challenge that teachers must address.
- Design and implement differentiated instructional strategies by engaging with the construction of disciplinary knowledge and by drawing on didactic approaches grounded in the historian's method.
- Analyze the discrepancies between common-sense knowledge and school/academic knowledge concerning religious phenomena, and critically assess the learning obstacles that may arise from these gaps.
- Develop and articulate concrete pedagogical pathways to address and overcome these learning obstacles.
Prerequisite knowledge and skills
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Planned learning activities and teaching methods
- Theoretical inputs
- Group work
- Individual research
- Individual readings
Mode of delivery (face to face, distance learning, hybrid learning)
Blended learning
Further information:
Hybrid course for HERS students
In-person for all other students
Course materials and recommended or required readings
Platform(s) used for course materials:
- eCampus
Further information:
Course materials, required readings, and guidelines for individual research are available on eCampus.
Exam(s) in session
Any session
- In-person
oral exam
Written work / report
Further information:
The instructions for the assignment to be submitted will be specified during the course.
The oral examination will cover both the assignment and the course content.
Work placement(s)
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Organisational remarks and main changes to the course
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Contacts
Laetitia Cherdon
lcherdon@uliege.be