Duration
18h Th
Number of credits
Lecturer
Edith El Kouba, Matthieu Hausman, Marine Moyon, Stéphanie Peters
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
Based on the specifications jointly established by the university college partners and ULiège, the course, "in conjunction with the teaching placement, will focus more specifically on:
- personalised support;
- teachers' collaborative work, through co-teaching and co-intervention in partnership with colleagues (teachers, researchers and other professionals)."
Next, after reviewing the key foundations of differentiated instruction, the course will develop the concept of personalised support and the conditions that make it possible. These include the collaborative structures that exist within schools and partnerships with other institutions. In this context, two specific modalities, co-intervention and co-teaching, will be examined in detail, together with the conditions for implementing them. All their dimensions will be covered, notably planning, delivery and assessment, so that students can grasp the full complexity of these programs and methods. The specific advantages and limitations of each of these service delivery models will also be highlighted.
The course will also introduce students to the principles of metacognitive support in the classroom: how to help pupils better anticipate the demands of a learning task, plan their work and self-regulate. It aims to give students theoretical reference points and practical strategies for developing their pupils' autonomy and learning strategies.
In addition, the course will address how to respond to pupils' specific needs through the critical use of dedicated tools. These include the "Individual Multidimensional Profile" (Profil Individuel Multidimensionnel, PIM) as well as related tools currently under development.
Finally, in preparation for their extended placement, students will have the opportunity to discuss "burning questions" with experts and other professionals directly involved in DAP programs and methods.
The tools and models presented in the course will be linked to research evidence, so that students can critically assess their soundness and usability in schools and classrooms.
Learning outcomes of the learning unit
By the end of this course unit (unité d'enseignement, UE), students will be able to design and implement differentiated instruction and personalised support practices for pupils, based on an analysis of their prior learning and learning needs, particularly in relation to the subject-specific and didactic content of this course unit.
These learning outcomes contribute in particular to the development of the following competences:
- Explain subject content, its epistemological foundations and its scientific and technological developments, and apply its didactics and teaching methodology (3a).
- Design and implement differentiated instruction and personalised support practices adapted to pupils' prior learning, their learner profile and, where applicable, their specific needs, drawing in particular on co-teaching or pedagogical co-intervention (3e iv).
Prerequisite knowledge and skills
Planned learning activities and teaching methods
- As this is a large-group course, sessions will mainly focus on delivering theoretical content, although this content will be presented through varied and interactive formats.
- Sessions will also include more practice-oriented activities, such as analysing learning situations or developing possible courses of action.
- Where possible, the course will invite guest speakers from research and education. Students will thus benefit from their expertise and have the opportunity to ask them questions, particularly in preparation for their extended placement.
Mode of delivery (face to face, distance learning, hybrid learning)
Face-to-face course
Further information:
The course will be taught on campus. Where possible, sessions will be recorded and made available to students via MyULiège.
Course materials and recommended or required readings
Platform(s) used for course materials:
- eCampus
Further information:
- The course materials used by the teaching staff (e.g. slides, videos) will be made available to students on the eCampus platform.
- Students are not required to complete any compulsory reading beyond the learning activities listed in the course timetable.
- However, the following readings are recommended for students who wish to broaden their knowledge of the field:
The special issue (no. 59/2021) of the academic journal Éducation et socialisation - Les Cahiers du CERFEE, edited by Andreea Capitanescu Benetti, Mylène Leroux and Sylvain Connac, published in 2021 and entitled L'organisation du travail dans les coulisses de la différenciation. Available at: https://journals.openedition.org/edso/13560
The special issue (no. 60/2021) of the academic journal Éducation et socialisation - Les Cahiers du CERFEE, edited by Philippe Gabriel, Éric Maleyrot, Sylvain Connac, Andreea Capitanescu Benetti and Mylène Leroux, published in 2021 and entitled L'organisation du travail dans les coulisses de la différenciation (bis). Available at: https://journals.openedition.org/edso/13575
The book Le coenseignement : théories, recherches et pratiques by Philippe Tremblay and Marie Toullec-Théry, published in 2020 by INSHEA.
The Wallonia-Brussels Federation's information sheets (fiches « infos ») on personalised support, differentiated instruction, co-teaching and pedagogical co-intervention.
Exam(s) in session
Any session
- In-person
written exam ( multiple-choice questionnaire )
Further information:
Assessment will take the form of a multiple-choice questions with correction for "guessing": points are deducted for each incorrect answer, and the size of the deduction depends on the number of answer options in the question. Under this scoring system, a correct answer is worth 1 point, an unanswered question is worth 0 points, and an incorrect answer results in a deduction of, for example, 0.33 points if the question has four options, or 0.25 points if it has five. This scoring system aims to reduce the effect of chance on the assessment of learning outcomes.
Admission to the course examination is not conditional on a minimum attendance rate.
Work placement(s)
As part of the Initial Teacher Education Reform (Réforme de la Formation Initiale des Enseignants, RFIE), this course serves as preparation for the extended placement that students complete during their master's year. It is therefore clearly desirable that students draw on the course content during this internship. However, no specific requirements related to this course apply to the internship that follows it.
Organisational remarks and main changes to the course
The course will be taught on campus, and sessions will be recorded by the teaching staff. The more practical activities, which involve sustained interaction and direct support from the teaching staff, will be announced in the recordings but will not themselves be recorded.
Contacts
Students may contact the teaching staff by email at the following addresses:
Edith.ElKouba@uliege.be
m.hausman@uliege.be
Marine.Moyon@uliege.be
s.peters@uliege.be