Duration
24h Th
Number of credits
Lecturer
Coordinator
Language(s) of instruction
French language
Organisation and examination
Teaching in the second semester
Schedule
Units courses prerequisite and corequisite
Prerequisite or corequisite units are presented within each program
Learning unit contents
The course will first address the issue of the sources of learner heterogeneity and the main challenges associated with its pedagogical management by teachers.
Next, as the pedagogical management of learner heterogeneity is central to this course, the content will focus on discovering and implementing varied and differentiated teaching methods, including recognizing and detecting learning difficulties that are common to different areas but also specific to the subject in question, activating different forms of learning support, and implementing differentiation processes as part of classroom learning management.
In this context, the tools and models proposed in the course will be linked to research data in order to critique their validity and usability in the classroom.
Learning outcomes of the learning unit
The course aims primarily to enable students to propose differentiated activities in line with the specific learning needs of the subject they are preparing to teach.
In addition, by the end of the course, students will be able to reflect on the challenges associated with managing the heterogeneity of learners and differentiated instruction.
Students will be able to analyze their practices in light of pedagogical differentiation models, so that they can adjust them based on their findings.
In accordance with the decree defining initial teacher training (D. 07-02-2019, M.B. 11-08-2022), these learning outcomes are particularly relevant to the development of the following skills:
- The construction and use of observation and assessment tools, the latter being specifically aimed at comprehensive and formative assessment, promoting student accountability and participation in their learning (3eiii);
- The design and implementation of differentiated teaching practices (3eiv);
- Conducting, individually and with peers, a critical and rigorous observation and analysis of one's own practices and their impact on students in order to regulate one's teaching (4b).
Prerequisite knowledge and skills
None.
Planned learning activities and teaching methods
As these are Professional Training Workshops (AFP), students are expected to participate actively.
The classes will mainly consist of practical activities, including the analysis of learning situations, the development of courses of action and, where appropriate, the simulation of the implementation of teaching methods designed to manage the heterogeneity of learners.
To a lesser extent, more theoretical sessions will be offered by the instructor. Finally, reflective analysis sessions will also be organized for students to take a step back and assess the development of their skills in managing learner heterogeneity.
Students will be required to engage in these activities individually and collectively.
Mode of delivery (face to face, distance learning, hybrid learning)
Face-to-face course
Course materials and recommended or required readings
Platform(s) used for course materials:
- eCampus
Further information:
Course materials will consist mainly of working documents (e.g., exercises, readings) that will be provided to students during class sessions. These documents, as well as various other materials (e.g., slides, videos) used by the instructor to communicate instructions and theoretical concepts, will be available to students via the eCampus platform.
Students are not expected to do any compulsory reading outside of the learning activities included in the course schedule.
However, certain readings related to the field of differentiated instruction are recommended for students:
- The summary report of the 2017 Consensus Conference of the National Center for the Study of School Systems (CNESCO, France), entitled "Differentiated Instruction." Available at the following link: https://www.cnesco.fr/fr/differenciation-pedagogique/
- The special issue (No. 23/3) of the scientific journal "Formation et Profession" published by the Interuniversity Research Centre on Teacher Education and the Teaching Profession (CRIFPE, Canada) in 2015, entitled "Implementing differentiated teaching practices: resources, challenges, and support mechanisms." Available via the following link: https://formation-profession.org/fr/numeros/view/12
- The book entitled "Réussir à apprendre" (Succeeding in Learning), edited by Gaëtane Chapelle and Marcel Crahay, published in 2009 by Presses universitaires de France (PUF).
Exam(s) in session
Any session
- In-person
written exam
Further information:
The assessment will consist of a written evaluation, the details of which will be specified during the course.
Participation in the AFPs is mandatory. Except in cases of major force, as determined by the course instructors, two absences (justified or not) will result in a grade of absence for the AFPs.
Work placement(s)
None.
Organisational remarks and main changes to the course
As learning activities may draw on lesson plans previously developed by students as part of their initial training, students are encouraged, where possible, to bring a laptop or tablet containing these documents or providing access to them. The instructor will inform students of the sessions during which this material may be used.
Contacts
Students can contact the instructor by email at the following address: m.hausman@uliege.be
Association of one or more MOOCs
There is no MOOC associated with this course.