Duration
24h Th
Number of credits
| Bachelor of Education, Section 3: Artistic Training - Plastic Arts and Cultural and Artistic Education (HEL) | 4 crédits |
Lecturer
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
Wyss et al. (2023) identified five professional practices that can promote academic success and well-being for all students: differentiating instructional practices, developing students' social-emotional skills, supporting executive functions and attentional abilities, assessing and providing feedback, and promoting the transfer of learning.
The course "Managing Pedagogical Diversity Among Learners" (AFP) explores several of these dimensions, examining them from both the perspective of research findings and their practical application in the classroom.
The first part will be devoted to instructional differentiation, through the discovery and experimentation with varied and differentiated teaching practices, the implementation of various forms of learning support, and the application of differentiation processes in the day-to-day management of classroom learning. The goal will be, in particular, to enable students to understand differentiation not as a juxtaposition of isolated practices, but as a process aimed at adapting instruction to students' needs and characteristics.
The development of students' social-emotional skills will then be addressed in a more targeted manner, particularly to introduce the topic of assessment and feedback. These are, in fact, essential tools for supporting learning and adapting teaching practices to students' needs. Students will be guided to distinguish between the different types and functions of assessment and to examine their potential in relation to differentiated instruction. Particular attention will be paid to the conditions that enable feedback to become genuine drivers of progress and self-regulation.
Finally, the concepts of transfer of learning and metacognition will deepen students' understanding of the cognitive mechanisms involved in learning. In particular, students will be encouraged to reflect on ways to gradually support students in developing strategies that enable them to take an active role in and regulate their own learning.
Throughout the course, the proposed teaching tools, models, and strategies will be compared with research findings. The goal will thus be not only to discover practices that can address the heterogeneity of classrooms, but also to examine their validity, the conditions under which they are effective, and their practicality in real-world school settings. Students will be encouraged to develop a critical perspective that allows them to move beyond a prescriptive approach to teaching tools and to reflect on their relevance to the situations they encounter.
Topics related to executive functions and attentional abilities will not be covered in detail in this course, as these aspects are explored in greater depth in other, more specialized courses within the program.
Learning outcomes of the learning unit
The primary goal of the course is to enable students to design differentiated activities tailored to the specific learning needs of the subject area for which 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 a diverse student body and implementing differentiated instruction. To achieve this, concepts related to assessment, social-emotional skills, as well as metacognition and transfer of learning will inevitably be drawn upon.
Students will be able to analyze their teaching practices-among other things-based on models of differentiated instruction, so that they can adjust them according to their findings.
In accordance with the decree defining initial teacher training (D. 07-02-2019, M.B. 11-08-2022), these learning outcomes contribute specifically to the development of the following competencies:
- The development and use of observation and assessment tools-the latter specifically designed to be comprehensive and formative-that promote student accountability and participation in their own learning (3eiii);
- The design and implementation of differentiated instruction practices (3eiv);
- Conducting, both individually and with peers, a critical and rigorous observation and analysis of one's own practices and their impact on students in order to adjust one's teaching (4b).
Prerequisite knowledge and skills
None.
Planned learning activities and teaching methods
In the case of Professional Training Workshops (AFP), student participation is at the heart of the pedagogical approach. The course is based on a close integration of theoretical content, practical activities, and periods of analysis and reflection, with the aim of helping students internalize knowledge that can be directly applied to the professional situations they encounter.
Sessions will thus alternate between periods of learning and knowledge structuring, led by the instructor, and periods of applying and discussing that knowledge. In each session, a group work period will allow students to apply the concepts and ideas covered in the theoretical portion to analyze situations drawn from their field experience, compare their perspectives, and collectively develop courses of action that address the challenges associated with learner diversity.
Students will thus be encouraged to engage in the various proposed activities, both individually and collectively, in a process of constructing, comparing, and contextualizing knowledge. The alternation between theory, situational analysis, and reflection on field experience aims to foster an active and contextualized mastery of the material, by constantly linking scientific knowledge to the professional realities faced by future teachers.
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 include, in particular, worksheets (e.g., exercises, readings) that will be provided to students during class sessions. These materials, as well as the various resources (e.g., slides, videos) used by the instructor to provide instructions and present theoretical concepts, will be available to students via the eCampus platform.
In addition, certain readings primarily related to the field of differentiated instruction are recommended for students:
- The 2017 summary report of the Consensus Conference of the National Center for the Study of School Systems (CNESCO, France), titled "Différenciation pédagogique." Available via 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 Center on Teacher Education and Profession (CRIFPE, Canada), released in 2015 and titled "Mise en œuvre de pratiques de différenciation pédagogique : ressources, défis et dispositifs d'accompagnement" Available via the following link: https://formation-profession.org/fr/numeros/view/12
- The book titled "HComment favoriser les apprentissages scolaires", by Anouchka Wyss, Katarina Gvozdic, Edouard Gentaz, and Emmanuel Sander, published in 2023 by Dunod.
- The book titled "Enseigner, ça s'apprend" edited by the "Didactique pour Enseigner" collective, published in 2020 by Retz.
- The book titled "Réussir à apprendre", edited by Gaëtane Chapelle and Marcel Crahay, published in 2009 by Presses universitaires de France (PUF).
Written work / report
Further information:
The assessment will consist of a written assignment due at the beginning of the semester; the specific requirements will be outlined during the course. The instructor may adjust these requirements based on the number of students enrolled in the course.
For AFP courses, attendance at class sessions is mandatory. Except in cases of force majeure as determined by the course instructors, two unexcused absences will result in an absence mark for the AFP courses.
Work placement(s)
None.
Organisational remarks and main changes to the course
Since the learning activities may draw on lesson plans previously developed by students as part of their initial training, as well as internship reports, written feedback following their internships, or any other records that help them recall their field experiences, it is recommended, whenever possible, that students bring a laptop or tablet containing these documents or providing access to them.
Contacts
Students may contact the instructor by email at the following address:
m.hausman@uliege.be
s.peters@uliege.be
Association of one or more MOOCs
There is no MOOC associated with this course.