Objectives of general skills

• Analyse an educational situation in reference to theories and methodological approaches resulting from developments in educational sciences.
• Master and appropriately mobilise knowledge, models, methods and techniques used in various fields of educational sciences in order to understand an educational situation.
• Analyse and model an educational action by critically selecting theories and methodological approaches, and taking into account multidisciplinary aspects.
• Develop and support a teaching-learning device, and implement and evaluate it.
• Master knowledge about different educational devices as well as implement them.
• Critically analyse the extent and limitations of different educational devices.
• Develop an educational device, including tools, in a rigorous and justified manner, taking into account all relevant factors in a given context.
• Implement an educational device with reference to models, taking into account the specificities of the situation encountered, involving professionals or not.
• Rate an educational device.
• Alter an educational device.
• Communicate and exchange information in a structured and adapted way to the intended purpose and relevant public.
• Present and structure data in a clear, precise, neutral, and non-oriented way.
• Appropriately use presentation materials.
• Work effectively with different actors as part of a team or a network of professionals.
• Contribute to the coordination and animation of a multi-professional and multi-disciplinary team.
• Implement the most effective ways of collaboration in a given situation.
• Listen to team members and partners. Encourage expressing a shared opinion. Accept and discuss a different point of view than theirs.
• Act ethically and professionally.
• Refer to ethical principles to define the framework of their professional practice.
• Act in compliance with specific legislative frameworks athe specific provisions of the context (code of ethics, educational projects, etc.).
• Adopt professional attitudes (think critically, avoid prejudices, respect professional confidentiality, etc.).
• Assess and pursue professional and personal development.
• Adopt a reflexive stance in relation to their skills and practice and regulate their actions.
• Monitor knowledge and methodological approaches in order to evolve their thinking and practice.
• Continue to train and improve their skills.
• Master scientific research methods in educational sciences.
• Master the different steps to carry out research in educational sciences.
• Analyse a situation of teaching and learning in reference to theories and methodological approaches resulting from developments in educational sciences.
• Master and appropriately mobilise knowledge, models, methods and techniques used in various fields of educational sciences in order to understand a teaching-learning situation.
• Develop and support a teaching-learning device, and implement and evaluate it.
• Master knowledge about different teaching-learning devices as well as implement them.
• Critically analyse the extent and limitations of different teaching-learning devices.
• Develop a teaching-learning device, including tools, in a rigorous and justified manner, taking into account all relevant factors in a given context.
• Implement a teaching-learning device with reference to models, taking into account the specificities of the situation encountered, involving professionals or not.
• Rate a teaching-learning device.
• Alter a teaching-learning device.
• Communicate and exchange information in the specific field of teaching and academic learning in a structured and adapted way to the intended purpose and relevant public.
• Present and structure data in a clear, precise, neutral, and non-oriented way.
• Present (orally and in writing) a personal and adapted summary to the public concerned (to colleagues, non-specialists, sponsors or hierarchy), resulting from their own productions or not.
• Work effectively with different actors as part of a team or a network of professionals in the specific field of teaching and academic learning.
• Share knowledge and data to carry out a common project.
• Act ethically in the specific field of teaching and academic learning.
• Refer to ethical principles to define the framework of their professional practice.
• Act in compliance with specific legislative frameworks and the specific provisions of the context (code of ethics, educational projects, etc.).
• Adopt professional attitudes (think critically, avoid prejudices, respect professional confidentiality, etc.).
• Assess and pursue professional and personal development in the specific field of teaching and academic learning.
• Adopt a reflexive stance in relation to their skills and practice and regulate their actions.
• Monitor knowledge and methodological approaches in order to evolve their thinking and practice.
• Continue to train and improve their skills.
• Master scientific approaches for research in educational sciences, in the specific field of teaching and academic learning.
• Adequately choose and implement research methods.

UE's Learning outcomes

At the issue of the TU, the student (s) will be able: to call and argue positive and negative reviews of textbooks and other teaching materials; to specify the socio-economic context of a publication; to identify the actors and their roles in an editing process; to link programs and official standards with a manual; evaluate a manual; to justify the choice of a course material, methodology and growth; to produce a didactic sequence involving a microskill, to link via the didactic triangle with the currents of the theory of learning a foreign language for analysis and design of didactic sequences. He may be effectively use the didactic transposition.

UE Content

Publishing circuit; Cooperative Development of a course; Relationship with the macro, meso and micro; Program analysis; Testing and evaluation; Choice of progression; Screenwriting and didactic sequence; Choice of course material; Management of metacognition; Choice of content according to contrastive analysis and error analysis; Rubric manuals; Definition of activities according to continued competence and learner profile

Prior experience

Not applicable

Term 1 for Integrated Assessment - type

• Presentation and works
• Oral examination
• Quoted exercices

Term 1 for Integrated Assessment - comments

Not applicable

Term 2 for Integrated Assessment - type

• Presentation and works
• Oral Examination
• Quoted exercices

Term 2 for Integrated Assessment - comments

Not applicable

Term 3 for Integrated Assessment - type

• Presentation and works
• Oral examination
• Quoted exercices

Term 3 for Integrated Assessment - comments

Not applicable

Resit Assessment for IT - Term 1 (B1BA1) - type

• Presentation and works
• Oral examination
• Quoted exercices

Resit Assessment for IT - Term 1 (B1BA1) - Comments

Not applicable