Differentiation and personalised support: physical education

Duration

24h Th

Number of credits

Lecturer

Maurine Remacle

Coordinator

Alix Dassargues

Language(s) of instruction

French language

Organisation and examination

Teaching in the first semester, review in January

Schedule

Schedule online

Units courses prerequisite and corequisite

Prerequisite or corequisite units are presented within each program

Learning unit contents

This course unit aims to prepare future teachers to design and implement physical and health education instruction that takes into account the diversity of students, their individual characteristics, and their needs.

It adopts a differentiated instruction and inclusive education perspective and seeks to develop students' ability to analyse teaching situations, identify barriers that may affect participation and learning, and propose appropriate pedagogical adaptations.

The course combines theoretical input, analyses of professional teaching situations, reflections based on field experiences, and practical activities.

The topics covered include, in particular:

• a review of the principles and key issues of differentiated instruction in physical and health education;
  
  
• the various approaches to adapting instruction, including adaptations to content, learning processes, organisation, learning situations and activities, and assessment;
  
  
• consideration of the diversity of student profiles and needs, including learning disorders;
  
  
• the characteristics of certain special educational needs, disorders, or impairments that may affect participation and learning in physical education;
  
  
• the potential impact of these characteristics on learning situations and student participation;
  
  
• pedagogical principles and strategies for adapting instruction to different student profiles;
  
  
• the design, implementation, and analysis of differentiated or adapted learning situations;
  
  
• reflective analysis of pedagogical choices made in a variety of professional teaching situations.
  
  

Learning outcomes of the learning unit

By the end of this course unit, students will be expected to be able to:

• apply the main concepts related to differentiated instruction in physical and health education;
  
  
• identify individual or contextual characteristics that may influence students' participation and learning;
  
  
• analyse the barriers and needs encountered in different learning situations;
  
  
• select, propose, and justify pedagogical adaptations according to a given situation, context, and identified needs;
  
  
• use different approaches to differentiation when designing and implementing learning situations;
  
  
• design, implement, and analyse teaching situations adapted to student diversity;
  
  
• apply the knowledge and skills acquired during the course to a variety of professional situations;
  
  
• critically reflect on their pedagogical choices and identify possible ways of adapting or improving their practice.
  
  

Prerequisite knowledge and skills

This course builds on the knowledge and skills developed throughout the students' training programme.

Students are expected to draw on the knowledge and skills acquired in areas such as pedagogy, didactics, physical education, and student development, as well as through practical activities and teaching placement experiences.

Planned learning activities and teaching methods

This course unit is based on an active, participatory, and reflective approach designed to connect scientific knowledge, lived experiences, and professional realities.

Learning activities may include:

• theoretical input and interactive lectures;
  
  
• individual and group reflection activities;
  
  
• analyses of practical or professional situations;
  
  
• case studies;
  
  
• individual and group work;
  
  
• practical activities and simulations;
  
  
• microteaching activities;
  
  
• the design, implementation, and analysis of differentiated or adapted learning situations;
  
  
• discussions based on teaching placement and field experiences;
  
  
• activities aimed at facilitating the transfer of learning to professional practice.
  
  

Mode of delivery (face to face, distance learning, hybrid learning)

Face-to-face course


Further information:

The course is delivered primarily through face-to-face teaching.

Some learning activities may take place in specific settings or may involve practical activities, simulations, or individual or group work.

Participation in activities identified as mandatory or as prerequisites for assessment is required in accordance with the arrangements communicated to students.

Course materials and recommended or required readings

Platform(s) used for course materials:
- eCampus
- MyULiège


Further information:

The materials and resources relevant to the course unit are provided or made available to students according to the needs of the course.

Additional resources may be provided or recommended throughout the course.

Exam(s) in session

Any session

- In-person

written exam ( multiple-choice questionnaire, open-ended questions )

Written work / report

Continuous assessment


Further information:

The assessment aims to evaluate students' ability to apply the knowledge and skills acquired in the course unit to the analysis and adaptation of educational and professional situations.

In particular, it assesses students' ability to:

• appropriately apply the concepts and knowledge covered in the course;
  
  
• analyse a teaching situation and identify the needs or barriers encountered;
  
  
• provide reasoned arguments for and justify pedagogical choices;
  
  
• propose appropriate adaptations according to a given context or set of constraints;
  
  
• design and/or analyse differentiated learning situations;
  
  
• establish connections between course content and field experiences;
  
  
• transfer the knowledge and skills acquired during the course to a variety of professional situations;
  
  
• adopt a reflective approach to their own practice.
  
  

Work placement(s)

Organisational remarks and main changes to the course

The organisation and sequencing of course content, the activities offered, and the arrangements for their implementation may be adjusted according to organisational constraints, pedagogical opportunities, field experiences, educational needs, and students' progress.

Any such adjustments will be communicated to students.

Guidelines regarding the use of artificial intelligence (AI) tools will be specified within the framework of the course.

Contacts

Titulaire :

Maurine Remacle 

Docteure en Sciences de la motricité

Assistante de formation (CEFEN - CEntre de Formation des ENseignant.es)

Département des Sciences de l'Activité physique et de la Réadaptation.

Université de Liège 

Tél bureau : 04/366.39.33

Bureau : L3-11, B21, Allée des Sports 4000 Liège

Email : maurine.remacle@uliege.be

 

Assistants :

Anthony Termini

Département des Sciences de l'Activité physique et de la Réadaptation.

Université de Liège

Bât. B21

Email : Anthony.Termini@uliege.be

 

Ismaïl Boushaba

Département des Sciences de l'Activité physique et de la Réadaptation.

Université de Liège

Bât. B21

Email : I.Boushaba@uliege.be

Association of one or more MOOCs