The return to school and university for teachers is the time each year for a pedagogical renewal for everyone, adapting their courses, their methods to their pupil or student public. These education professionals follow proven methods in the construction of their teaching and their educational processes. So, what are the stages of a pedagogical process?
Align educational objectives
The first stage is that of defining the educational objective: what is the skill targeted by this course? What is the purpose of this teaching? What should the pupil or student be capable of at the end of this course and in what situation?
This objective can be linked to the acquisition of knowledge and knowledge specific to a discipline, such as learning definitions or course content, for example, by heart or in situation. It can also be related to know-how. For example: working in a group, dealing with a case study in a limited time, writing an internship report… which can be used in professional situations in particular.
Finally, a skill can also be linked to a know-how. For example: expressing yourself orally, managing your stress, introducing yourself to an employer… A single course can target the acquisition of several skills. But the more complex the objective, the more the pedagogical process will have to be thought out in advance. It is an essential tool for any trainer.
Write a lesson plan
It is based on a pedagogical scenario: beyond the planning of lessons (sessions, sequences), the scenario questions the teacher about the relationship between the content taught, the teaching methods chosen, the teaching aids selected and the evaluation . expected. It is used to optimize training time and the effectiveness of the lessons offered.
To do this, the teacher begins by identifying the assessment or assessments that he is going to put in place. The goal is to verify the acquisition of the skill targeted by the learning objective. If the objective is “the student is able to express himself orally in front of a class during an evaluation”, the teacher must then create a grid of criteria to communicate upstream to the student. But also provide dedicated teaching time to support him in acquiring this skill. Then, the structure of the course is decisive, both in the division of lessons (sessions, sequences, formative evaluations ) but also in the choice of teaching methods and materials.
Whether it is a lecture or practical work, the teaching methods are very varied and can range from very transmissive postures ( the uninterrupted lecture is an example) to teaching times punctuated by interactions, but also co-constructed by the learners, such as flipped classroom methods. The challenge is for the learner to have at his disposal at the same time heuristic, demonstrative and applicative activities.
Digital tools at the service of the educational process
The transition to digital does not replace teaching methods and materials. But it makes it possible to diversify them and to think of the learning times in autonomy as asynchronous support times. Digital technology also allows learners access to more resources which constitute varied and accessible teaching aids ( online encyclopaedias , educational exercise sites, audio-visual resource platforms, social networks, etc.).
Why the educational process
It is thus from the construction of structured educational processes designed for learners that teachers use these resources. The goal is to offer targeted and adapted lessons to their students. Each new school year is an opportunity and a challenge for the teacher in the development of his teaching times and in the sophistication of his teaching scenarios, refining them over the years. But also by adapting them to their student audiences. Training in new media and new methods enriches teaching practices, which are renewed and reinvented each time.
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