Objectives of Programme's Learning Outcomes

• 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.
• 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.
• 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.
• Appropriately use presentation materials.
• Work effectively with different actors as part of a team or a network of professionals.
• Implement the most effective ways of collaboration in a given situation.
• Share knowledge and data to carry out a common project.
• 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.
• Construct a reference framework, formulate questions or hypotheses from the analysis of scientific literature.
• Adequately choose and implement research methods.
• Collect data and analyse it.
• Adequately interpret results taking into account the reference framework within which the research was developed.
• 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.
• 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 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.
• Appropriately use presentation materials.
• Work effectively with different actors as part of a team or a network of professionals in the specific field of teaching and academic learning.
• Contribute to the coordination and animation of a multi-professional and multi-disciplinary team.
• Share knowledge and data to carry out a common project.
• Listen to team members and partners. Encourage expressing a shared opinion. Accept and discuss a different point of view than theirs.
• Act ethically in the specific field of teaching and academic learning.
• Refer to ethical principles to define the framework of their professional practice.
• 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.
• Master the different steps to carry out research in educational sciences.
• Construct a reference framework, formulate questions or hypotheses from the analysis of scientific literature.
• Adequately choose and implement research methods.
• Collect data and analyse it.

Learning Outcomes of UE

Define and exemplify the concepts: know how to Read? To learn to read? To deduce? To learn to read? Know how to write? Know how to listen to? Know how to speak? Explain and support the principles underlying the teaching of reading from the reference.Discuss with the group and summarize the ideas of each chapterIdentify a principle for which a didactic sequence will be developedAchieve didactic sequencePresent the didactic sequenceArticulate didactic sequences produced by each based on the scientific theory

Content of UE

Read to know, be able to write, listening skills, ability to speak: What do you find so behind in these terms?What is "Learning to read"? how research could highlight this mechanism?How to implement these principles from a didactic point of view? Books and Podcast : Dehaene, S. (2007). <em>Les neurones de la lecture</em>. Paris : Odile Jacob. Cèbe, S. & Goigoux, R. (2006). Apprendre à lire à l’école. Paris : Retz Ameisen, J-CL. (2014). Aux origines du langage (3). France Inter. Podcast : Lien Web : http://www.franceinter.fr/player/reecouter?play=924744

Prior Experience

Not applicable

Type of Assessment for UE in Q1

• Presentation and works
• Written examination

Q1 UE Assessment Comments

Presentation of the oral work: 50 % Written exam : 50%

Q2 UE Assessment Comments

Not applicable

Q3 UE Assessment Comments

Not applicable

Type of Resit Assessment for UE in Q1 (BAB1)

• Presentation and works
• Written examination

Q1 UE Resit Assessment Comments (BAB1)

Presentation of the oral work: 50 % Written exam : 50%