Objectives: Discrimination, racism, xenophobia, anti-Semitism, homophobia: what are we talking about?

By crossing historical, sociological, psycho-social and legal approaches, this module proposes to sensitize and equip participants to the prevention of different forms of discrimination at school. The following skills will be addressed

- Taking into account cultural diversity and multiculturalism
- Measuring the weight of prejudices and stereotypes
- Identify situations of discrimination in different social contexts
- Mobilize institutional, pedagogical and scientific resources in the fight against discrimination in schools
- Analyze actions carried out in the school environment in favor of the fight against discrimination

Module in partnership with the educational service of the Camp des Milles Foundation - Memory and education

Coordinator: Stéphane Mourlane (stephane.mourlane@univ-amu.fr)

This course is mainly intended to meet the expectations of a common culture concerning respect for "the principles of equality, secularism, equity, tolerance and the refusal of all forms of discrimination", by deepening the knowledge of the courses' UE 1 and UE 2.

The aim is not only to work on identifying the different forms and situations of discrimination (LGBTphobia, racism, anti-Semitism, xenophobia), but also to understand how these discriminations are exercised in the school environment and how the school system can serve as a lever in the fight against discrimination. The evaluation of the students through the production of a poster is based on the analysis of a discrimination situation from which an educational project is proposed.

The sessions take place in person at the Inspé sites (Aix and Marseille) and at the camp des Milles partner of the training (in application of decree n° 2021-955 of July 19, 2021 and following the adoption of the health law of August 5, 2021, the foundation of the camp des milles will verify the health passes).

Objectives: Accompany middle and high school students in the active construction of their career path. This course is primarily open to secondary school students (mention 2 and 3).

Overall orchestration of UE3 - Anne Gombert

Pedagogical team (= referents of the UE 3 per site highlighted in bold)

• Aix en Provence : Anne Gombert - Ariane Bossez - Claire Enea Drapeau (abs 2022-2023) - Cynthia Caminade
• Marseille : Nadeige Chauvot & Carole Faure Brac
• Avignon : Sylviane Feuilladieu - Cynthia Caminade

Objectives and topics covered in UE3
This module aims to develop the implementation of professional practices known as "inclusive" based on the notion of accessibility (universal) of educational and/or teaching situations (Feuilladieu, Gombert, Benoit, 2020 ; Bergeron &. Al, 2011) to take into account the diversity of audiences in an educational community for all (Chatenoud., & al. 2018). These practices concern the teaching/learning and educational situations themselves (Gombert & al. 2020) and those related to partnership and collaboration, (Thomazet & Merini, 2014)? The aim is to lead the student to analyze the socio-scholastic, cognitive and pedagogical/didactic obstacles and misunderstandings (Bonnery, 2007; Bautier & Rayou, 2009) of a teaching and/or educational situation in order to elaborate a teaching session and/or educational scenario accessible to all students and to promote their full participation.

Main concepts addressed : Inclusive education; Paradigms and devices; Pupils with special needs; Relationship to knowledge and school inequalities; Teaching/educational practices; Accessibility to school knowledge (universal //differentiated //explicit pedagogy; Pedagogical and didactic adaptation); Partnership and collaboration; Difficulties, disorders and handicaps (Dys, Autism, EHPI ...); Social representations of EBEP and stereotypes (especially on the Aix site).

To be noted: the pedagogical methods of teaching and evaluation and The contents taught in the UE are identical for each site (Aix, Marseille and Avignon), with some variations and adjustments depending on the pedagogical freedom of the groups' referents and the trainers' fields of expertise.

Principles of professional organization and teaching methodss
Sessions: face-to-face. At the margin, remote times can be organized if necessary
Method: active around analysis of integrative situations
Each session: a) time for notional contributions and role playing (reciprocal back and forth); b) time for the co-construction (in small groups) of an educational and/or learning/teaching scenario used for the evaluation of the UE

Evaluation methods
Written work presented orally and collectively during the last session of the UE (= written file minimum 6 pages + oral presentation slide show) - The students must conceive and formalize in group a teaching/learning and/or educational session in the line of the accessibility and the universal pedagogy.
The professional skills at work in this task are situated in the planning of the professional educational or teaching action, in the analysis of needs and situations, in the elaboration of answers.

Competences evaluated in the professional reference framework (UE3 = 3ECTS)
Mentions 1, 2 and 3
A2. Respect and ensure respect for the principles of equality, secularism, equity, tolerance and the refusal of all discrimination (1ECTS)
Mentions 1 and 2
B5. Conducts explicit teaching, attentive to the needs of each student, using cooperation and differentiation (2ECTS)
Mention 3
B3-7. Participates in the construction of the student's project and his/her orientation in conjunction with the parents and in association with the principal teachers and the national educational psychologist specializing in "education, development and guidance in school and career" (EDO) (2ECTS)

Towards and for inclusive education and schooling ... because "there is no such thing as a Minuscule or Majuscule life" (C. Gardou, 2012)

Looking forward to seeing you again, for those who will register in this EU.

For the pedagogical team
Anne Gombert

Coordinators: Delphine Picard (Avignon)/Aline Frey (Marseille)

Teacher contact: Delphine.picard@univ-amu.frProfessor of developmental psychology

Objectives:
To discover the brain of the student, how this brain works and learns, to work on preconceived ideas (neuromyths) and to know the recent contributions of neuro-education, this to envisage effective learning in class!
Understanding that "our brain is designed to learn" allows students to develop a metacognition on the brain mechanisms of learning and their development, and to consider effective and conscious pedagogical contexts (reflective on one's teaching practice).

Pre-requisites: none! You can register for this course without knowing anything (or almost) about the brain; we will cover all the basics in Day 1 so that we can then calmly approach in Day 2 and Day 3 precise elements of the functioning of the brain in learning and the recent contributions of neuro-education.

The UE takes place over 3 days, at a rate of 6 hours per day (timetable: 9am-12pm; 1pm-4pm); 2 hours of delocalized TD are allocated on the one hand to the collection of data by the student on his professional field (survey with teachers) and on the other hand to the feedback made on the results to the respondents (presentation of the survey report)

Each day is organized in two parts:

• A first time of presentation of scientific content (parts 1, 3, and 5) on the brain, its functioning, and the contributions of neurosciences applied to education; the method of questioning is widely used in order to reveal and start from the spontaneous representations of the students on the subject, as well as the method of systematic evaluation of the knowledge approached in the form of regular quizzes on the brain.
• A second time of workshop work (by sub-groups of students) on neuromyths, these erroneous beliefs about the brain and its functioning (parts 2, 4, and 6); the students work on the origins and scientific facts associated with each neuromyth, carry out an investigation on their training or practice field, then participate in the analysis and writing of an investigation report. These workshops result in the production of documents associated with short oral presentations made in front of the entire group.

Schedule

Day 1.

Part 1- Basic knowledge about the brain, Brain Quiz 1

Part 2- Neuromyths (workshop), preparation of field survey

Day 2.

Part 3- Brain Quiz 2, How the brain learns

Part 4- Neuromyths survey results (workshop)

Day 3.

Part 5- Contributions of neuroeducation, Brain Quiz 3

Part 6- Contributions of Neuroeducation, Neuromyths Survey Report (workshop)

The evaluation focuses on the followinghe following expectations:

1. .B1-1. Mobilizes professional resources (research findings, institutional references, didactic and pedagogical orientations) on child development and the construction of learning to support his/her action
2. C1. Mobilizes research knowledge to analyze specific aspects of his/her teaching and their impact on students
3. C3. Conducts a training/information watch in relation to his/her profession

The evaluation is based on the student's active participation in the course; the final report is a brief investigation report on neuromyths.

Responsible for
Marie-Laure Barbier, Senior Lecturer in Cognitive Psychology, marie-laure.barbier@univ-amu.fr

The teaching team
Marie-Laure Barbier
Claire Enéa-Drapeau, claire.enea-drapeau@univ-amu.fr
Stéphanie Mailles Viard Metz, stephanie.mailles-viard-metz@univ-amu.fr
Latifa Zoubir, latifa.wild@ac-aix-marseille.fr

Objectives
Based on neuroscience research on cognitive functioning, this training aims to learn how to develop explicit teaching of methods and tools for learning in the context of classroom activities and homework, in relation to subject matter: informational skills, note-taking, autonomous management of time and space, collaborative work. These notions will be integrated into teaching and evaluation situations, with a view to the acquisitions provided for in the Common Base of Knowledge, Skills and Culture.

Modalities of operation
The training takes place in M2 over 4 days. The timetable varies according to the sessions, which take place either face-to-face or remotely. Please note that two sessions will take place remotely from 5:30 pm to 7:30 pm (see schedule, day 1 and day 3) in order to benefit from exchanges of practices with Latifa Zoubir, who is a teacher in post.

Each day is organized in two parts:
* A first time of presentation of institutional and scientific contents related to the field of "methods and tools for learning".
* A second time of collective, individual or workshop work (by sub-groups of students) on the exchange of practices or on the elaboration of pedagogical scenarios based on explicit pedagogy: to teach memorization techniques to students, or note-taking as a study tool to learn, read and understand, to set up a project, especially in collaborative work).

Schedule

Please note that schedules vary depending on the site. Please refer to the "Announcements, training slideshow and video links" section on the Ametice page of the course: https: //ametice.univ-amu.fr/course/view.php?id=94144

Day 1.
Session 1: The evolution of programs and pedagogical conceptions related to domain 2 of the common base: object of evaluation and interdisciplinarity.
Session 2: Digital tools in the classroom: debate on uses, perspectives and consultation of resources.
Session 3 (remote from 5:30 pm to 7:30 pm): Exchanges of practices with a teacher: how to develop explicit teaching on methods and tools for learning, in relation to the disciplinary teachings

Day 2.
Session 4: How to make students aware of their cognitive functioning: conceptions of intelligence, impact of stereotypes on learning, self-regulation, motivation and development of metacognitive skills of students.
Session 5: Individual analysis of existing pedagogical scenarios for the explicit teaching of methods and tools for learning (continuous assessment n°1)

Day 3.
Session 6: Supporting the development of students' information skills (in documentary research, reading comprehension and note-taking);
Session 7 (remote from 5:30-7:30 p.m.): Individual production of an explicit teaching session on one of the concepts related to the area of methods and tools for learning (continuous assessment #2)

Day 4.
Session 8: Supporting students' autonomous management of time and space and collaborative work.
Session 9: Collective analysis and proposals for improvement of the productions made individually. Work between students of the same course (continuous assessment n°3)

Skills and levels expected at the end of the course (20h - 3 ects in M2)

B1 (level 2) : Mobilizes professional resources (research findings, institutional references, didactic and pedagogical orientations) on the development of the child/adolescent and the construction of his/her learning to support his/her action.

C1 (level 2): Mobilizes research knowledge to analyze specific aspects of his/her teaching and their impact on students

The evaluation is based on the student's active participation in class and the submission of the required work during the three continuous assessments.

Objective To know the context of priority education in order to develop effective practices based on the understanding of the living and working environment of students and the different actors involved, with the aim of understanding the school difficulties in priority education and limiting the effects of school inequalities.

Organization of the course This UE3, in addition to the contribution of knowledge from research, is mainly organized around two tutorials in a priority education network in Marseille (travel required). This is to better understand the social and urban context in which the resource actors present in these territories are located and the functioning of the establishments within an inter-degree network. Meetings and exchanges with different interlocutors from the school and out-of-school field are planned during these two days in order to better understand the reality of their daily practice.

Expected production for the evaluation of the UE A case study will be carried out by each group of students, based on the different themes observed and worked on during the off-site seminars and will lead to an oral presentation.

Objectives: Inclusive school: comparisons of educational systems and inclusive practices (France vs Italy)
Presentation of research on the ethical stakes of the inclusive school and inclusive practices based on international comparisons of various educational systems.
- Reflective analysis of inclusive practices (obstacles, levers): focus on the invariants of the profession and the variability of professional gestures

After a comparative approach of European education systems, we will identify the main models related to inclusive policies.
The EU will propose for those who wish and are able to do so, a mobility in the Aosta Valley (Italy) for a 5-day SOPA.
At this time the financing is under study.
Most of the work will be done in the form of TDs with the study of files and a round table for testimonies from actors of the school in France and abroad.
The evaluation will consist of an oral presentation of the synthesis of the work.

Objective: To familiarize students with the specificities of teaching in this environment

Leader: Nathalie Darieux-Sobolewski

Objectives: Knowledge of children's publishing, exploration of pedagogical avenues based on the reading of books, particularly children's books.
Discovery and elaboration of mediations to build a taste for reading.
Realization of a project by groups of ¾ students, analysis and didactic transposition around a book for young people.

Objective of the module To learn how to design interdisciplinary projects based on artistic expression (theater, music, creative writing, slam, dance, visual arts, etc.), in order to expand one's teaching practice. To develop creativity as a cross-curricular professional skill for teachers and as a learning potential for students.

DescriptionThis UE3 module is intended for all students of mentions 1 and 2, whatever the discipline, who are interested in the notions of interdisciplinarity, project-based pedagogy, inclusive schooling and so-called "sensitive" approaches in education (development of emotional skills, empathy and creativity in the learner: that is to say, transversal skills, called psycho-social skills).

This module will invite you to learn how to design interdisciplinary projects based on the so-called "performative" approach, which is well known internationally but still little practiced in France. This approach is based on the characteristics of performance art (theater, music, creative writing, dance, visual arts, etc., depending on your practices and interests) to create an interdisciplinary project. - depending on your practices and interests) to teach the disciplines. The teachers and artists involved will offer you the opportunity to experience these projects, so that you can then implement them in the classroom. In addition to the content, this course is about learning through theater how to position yourself in space as a teacher, how to place your voice, and how to use your body as a primary teaching tool.

The multilingual classes are enriched by theoretical and didactic contributions based on studies on "embodied cognition". These teach us that it is important not to separate the intellect from the learner's body, and to place the quality of the educational relationship at the heart of any teaching device. We will also see how to develop group cohesion in order to enrich interactions while taking into account each individual, his rhythm, his cognitive profile, his languages - in order to accompany him to open up to himself and to the world while carrying out his learning. The languages of the school and those of the learners will find their place in this research-field-training articulation

The evaluation will be creative and based on these teachings and will allow you to express yourself, to make didactic choices by justifying them with theoretical contributions. Comfortable clothing is recommended.