Objectives of Programme's Learning Outcomes

• Learning organisation skills applicable within a collective dynamic.
• Get involved in collaborations with teaching teams in order to increase professionalism and expertise by using collective intelligence, particularly during consultations.
• Skills for organising and supporting learning in an evolving dynamic.
• Understand the subject content, its epistemological foundations, its scientific and technological development, its didactics and teaching methodology.
• Understand the learning process and research the various models and theories of teaching.
• Take account of and develop the language dimensions of learning and teaching, paying attention to both the language of schooling and the language of learning, and recognising the socially and culturally unequal nature of familiarisation with it.
• Be an educator within the classroom and the school as a whole, in particular through (I) The design and implementation of a teaching and learning approach, including a variety of practices designed to strengthen the motivation and self-confidence of the pupils and to develop their creativity, initiative and cooperation; (II) The design, choice and use of teaching aids, textbooks, school software and other educational tools; (III) The construction and use of observation and assessment aids, the latter with a specifically designed to be comprehensive and formative, encouraging students to take responsibility and participate in their learning; (IV) The design and implementation of differentiated teaching practices and individualised support for pupils, taking into account their prior learning, their learner profile and, where appropriate, their specific needs involving the implementation of reasonable arrangements in particular through co-teaching or co-intervention; (V) Cross-curricular learning activities.
• Understand how to integrate digital technologies into your teaching practices.
• Create a supportive environment to facilitate communication with pupils, their families and friends, and with colleagues.
• Reflective practitioner skills.
• Critically read the results of scientific research in education and didactics and draw inspiration from them for their teaching activities, all the while drawing on various disciplines in human sciences to analyse and act in professional situations.
• Carry out, individually and with peers, a critical and rigorous observation and analysis of their own practices and the impact these have on pupils, in order to improve their teaching and develop the strategies and conditions for implementation to ensure effectiveness and equity.

Learning Outcomes of UE

- Define and understand the concept of differentiation and related concepts (inclusion, individualisation, personalised support, etc.).
- Give examples of differentiation practices, depending on when they are used and on objects on which the practices focus.
- Identify differentiation practices in a lesson and describe these practices (moments for differentiation, objects of differenciation, etc.).
- Take a reflective look at teaching/learning systems in terms of the differentiation practices they contain.
- Create or adapt a teaching-learning system by incorporating relevant differentiation practices.
- Explain the key stages of a pupil’s school pathway within the common core framework in the French Community of Belgium.
- Identify the main enabling and hindering factors that affect a pupil’s school journey.
- Appropriately mobilize the institutional support mechanisms (PIA, DAccE, remediation, territorial centers…).
- Adopt an ethical, reflective, and inclusive professional posture when analyzing and supporting pupil trajectories.
- Know the basic concepts of docimology.
- Understand the different functions of evaluation.
- Analyze evaluation devices.
 

UE Content: description and pedagogical relevance

The aim of this UE is to equip future teachers in upper secondary education to design, implement and regulate teaching/learning systems, including differentiation, personalised support and assessment, taking into account the heterogeneity of classes and the individual progress of pupils, from an inclusive and reflective perspective.

The content covered in the 3 AAs is as follows:
- Definition of differentiation and distinction from individualisation and inclusion,
- Definition of personalised support and RCD,
- Legal framework associated with differentiation and personalised support in FWB
- Moments for differentiation and objects on which the practices of differentiation and personalised support can focus,
- Elements on which to base the implementation of differentiation and personalised support practices (observation and evaluation)
- Concrete examples of tools to promote differentiation and personalised support,
- Overview of the common core curriculum and its link with the “Pacte pour un enseignement d’excellence”.
- Analysis of transitions, ruptures, and educational inequalities (dropout, grade repetition, tracking…).
- Study of support mechanisms: PIA, DAccE, remediation, territorial support centers.
- Reading and analysis of fictitious pupil profiles.
- Reflection on the professional role of the teacher in supporting students' school trajectories.
- Basic concepts in docimology.
- Reflection around educational alignment.
- Role of feedback.
- Usefulness of taxonomies.
- Evaluation functions.
- Evaluation bias
 

Prior Experience

Not applicable