Study programme 2025-2026Français
Differentiation, individual support and assessment
Programme component of Master's in Teaching (Section 5) (MONS) (shift schedule) à la Faculty of Translation and Interpretation - School of International Interpreters

CodeTypeHead of UE Department’s
contact details 		Teacher(s)
UT-M1-MEFTI5-002-MCompulsory UEBEAUSET RomainB101 - Service Education et Sciences de l’apprentissage
  • DANGREAU Sophie
  • BEAUSET Romain
  • DEMIERBE Céline

Language
of instruction		Language
of assessment		 HT(*) HTPE(*) HTPS(*) HR(*) HD(*) CreditsWeighting Term
  • Français
Français180120066.001st term

AA CodeTeaching Activity (AA) HT(*) HTPE(*) HTPS(*) HR(*) HD(*) Term Weighting
F-PEDA-002Assessment of learning60400Q133.00%
F-PEDA-003Differentiation of learning and personalized support60400Q133.00%
F-PEDA-004Student's learning path60400Q134.00%

Programme component

Objectives of Programme's Learning Outcomes

Type of Teaching Activity/Activities

AAType of Teaching Activity/Activities
F-PEDA-002
  • Projets supervisés
F-PEDA-003
  • Cours magistraux
  • Projets supervisés
F-PEDA-004
  • Projets supervisés

Mode of delivery

AAMode of delivery
F-PEDA-002
  • Hybrid
F-PEDA-003
  • Hybrid
F-PEDA-004
  • Face-to-face

Required Learning Resources/Tools

AARequired Learning Resources/Tools
F-PEDA-002Not applicable
F-PEDA-003Slides (available on Moodle)
F-PEDA-004• Official documents from the Pact for Excellence in Education (common core framework diagram, PIA and DAccE tool sheets).
• Fictitious case studies created for analysis activities.
• Slide presentations used during sessions.

Recommended Learning Resources/Tools

AARecommended Learning Resources/Tools
F-PEDA-002Not applicable
F-PEDA-003Books, scientific journals, video clips, working papers:
- Forget, A. (2018). Penser la différenciation pédagogique. Université de Genève, Faculté de psychologie et des sciences de l’éducation
- Perrenoud, P. (2016). Pédagogie différenciée : des intentions à l'action 
- Capitanescu Benetti, A., et al. (2024). La différenciation en classe pour mieux apprendre
Tensions structurelles et savoirs professionnels. Revue éducation et formation
- Astolfi, J.‐P. (1998). La pédagogie différenciée ou, mieux : la différenciation de la différenciation! En ligne : [url=http://www.ac‐creteil.fr/maths/modulo/M9/pedaM9.html]www.ac‐creteil.fr/maths/modulo/M9/pedaM9.html[/url]
- Caron, J. (2008). Différencier au quotidien. Chenelière
- Beauset, R., Simon, L., Tanghe, C., Allegri, A., Vandecassye, M., & Duroisin, N. (2020). Pistes d'action pour la différenciation des apprentissages : Différenciation.
- Duroisin, N., Tanghe, C., Simon, L., Beauset, R., Allegri, A., & Vandecassye, M. (2020). Définition et objets de la différenciation : Différenciation.
- Simon, L., Beauset, R., Tanghe, C., Allegri, A., Vandecassye, M., & Duroisin, N. (2020). Contexte de la différenciation : Différenciation.
- Tanghe, C., Simon, L., Beauset, R., Allegri, A., Vandecassye, M., & Duroisin, N. (2020). Confusion entre individualisation et différenciation : Différenciation.
- Beauset, R., Simon, L., Tanghe, C., Allegri, A., & Duroisin, N. (2020). La différenciation. https://www.edusa.be/la-differenciation/
F-PEDA-004Not applicable

Other Recommended Reading

AAOther Recommended Reading
F-PEDA-002Not applicable
F-PEDA-003/
F-PEDA-004Not applicable

Grade Deferrals of AAs from one year to the next

AAGrade Deferrals of AAs from one year to the next
F-PEDA-002Authorized
F-PEDA-003Authorized
F-PEDA-004Authorized

Term 1 Assessment - type

AAType(s) and mode(s) of Q1 assessment
F-PEDA-002
  • Written examination - Face-to-face
F-PEDA-003
  • Production (written work, report, essay, collection, product, etc.) - To be submitted online
F-PEDA-004
  • Production (written work, report, essay, collection, product, etc.) - To be submitted online

Term 1 Assessment - comments

AATerm 1 Assessment - comments
F-PEDA-002Not applicable
F-PEDA-003Collective written work (groups of 2 to 5 students) consisting of a description of the differentiation already present and likely to be integrated into a teaching-learning activity chosen in advance. The work must follow an outline set by the teacher and must be submitted on Moodle by a predefined date (before the examination session).
F-PEDA-004Students are required to submit a written assignment (individually or in pairs) via Moodle. The task consists in analyzing a fictitious pupil profile provided by the lecturer, based on guiding questions addressing:
1.           the pupil’s school trajectory,
2.           the support mechanisms that can be activated,
3.           the appropriate professional posture.
An assessment grid is provided in advance.

Resit Assessment - Term 1 (BAB1) - type

AAType(s) and mode(s) of Q1 resit assessment (BAB1)
F-PEDA-002
  • N/A - Néant
F-PEDA-003
  • N/A - Néant
F-PEDA-004
  • N/A - Néant

Resit Assessment - Term 1 (BAB1) - Comments

AAResit Assessment - Term 1 (BAB1) - Comments
F-PEDA-002Not applicable
F-PEDA-003Not applicable
F-PEDA-004Not applicable

Term 3 Assessment - type

AAType(s) and mode(s) of Q3 assessment
F-PEDA-002
  • Production (written work, report, essay, collection, product, etc.) - To be submitted online
F-PEDA-003
  • Production (written work, report, essay, collection, product, etc.) - To be submitted online
F-PEDA-004
  • Production (written work, report, essay, collection, product, etc.) - To be submitted online

Term 3 Assessment - comments

AATerm 3 Assessment - comments
F-PEDA-002Not applicable
F-PEDA-003Conditions identical to Q1 assessment : Collective written work (groups of 2 to 5 students) consisting of a description of the differentiation already present and likely to be integrated into a teaching-learning activity chosen in advance. The work must follow an outline set by the teacher and must be submitted on Moodle by a predefined date (before the examination session).
F-PEDA-004Students are required to submit a written assignment (individually or in pairs) via Moodle. The task consists in analyzing a fictitious pupil profile provided by the lecturer, based on guiding questions addressing:
1.           the pupil’s school trajectory,
2.           the support mechanisms that can be activated,
3.           the appropriate professional posture.
The assessment grid is similar to that of the first session
(*) HT : Hours of theory - HTPE : Hours of in-class exercices - HTPS : hours of practical work - HD : HMiscellaneous time - HR : Hours of remedial classes. - Per. (Period), Y=Year, Q1=1st term et Q2=2nd term
More information on Higher Education Structure (’Paysage’ Decree)
Date de dernière mise à jour de la fiche ECTS par l'enseignant : 24/01/2025
Date de dernière génération automatique de la page : 14/03/2026
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