2. 2e
journée
pédagogique
-
20
janvier
2021
Why is it important to plan your lesson and write an actual lesson plan?
Benefits for the student
Connect the course in the program
Know the lesson outcomes
Know how to learn (applying the best learning strategies)
Good organizational and time management skills
Understand the roles and responsibilities of all involved in the learning process
Understand the teacher's expectations regarding the students’ participation
Knows and understands the evaluation methods that will be used
2
3. 2e
journée
pédagogique
-
20
janvier
2021 Why plan your lesson and write a lesson plan?
Benefits for the teacher
Situate the course in the program
Encourage reflection on what is expected of students
Facilitate the planning of the course content, teaching strategies and
learning outcomes
Identify the responsibilities of all who are involved in the learning
process
3
5. 2e
journée
pédagogique
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20
janvier
2021
An Example
The course is: Image Processing
It is scheduled in the winter 2021 semester
In the Program Office Automation Technology
1 groupe - 1 group
I want to design my lesson plan and pedagogically plan my lesson
5
6. 2e
journée
pédagogique
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20
janvier
2021
The materials needed to write your lesson
plan
Before writing I need:
The ministerial specifications (list of competencies - Program book)
Administrative information (Units, number of hours, planned schedule, etc.)
Information on the program (Program Book)
The lesson plan template
Consult previous lesson plans
The IPESA
The school calendar 6
7. 2e
journée
pédagogique
-
20
janvier
2021
The educational objective
Identify the course competencies
Understand competence as:
Know: The theoretical knowledge
Would like to know: mastery of operating methods and processes
Have Learnt: related attitudes and behaviors
Understand how to implement the course competencies
What the students need to know at the end of the course?
What the students know, would like to know and what the students have
learnt?
7
8. 2e
journée
pédagogique
-
20
janvier
2021
The educational objective
The stages of acquiring the competencies
8
Exploration
Learning
Foundation
Integration
Transfer
Enrichment
Phase 1 Phase 2 Phase 3 Phase 4 Phase 5
The teacher
establishes links
between the
knowledge,
competencies and
attitudes already
acquired and those
to be developed.
The teacher provides
information on the
notions, principles or
concepts necessary
to complete the task.
The teacher plans
activities that make
it possible to apply
part or all of the
targeted
competencies.
The teacher
proposes the
implementation of
the competencies in
a new context (real
life experiences or
simulated).
The teacher
suggests enhancing
the acquisition or
development skills
beyond the required
competencies.
9. 2e
journée
pédagogique
-
20
janvier
2021
An Example of the Competency
Competency 00VP-Create drawings and process images
Elements of the Competency 4, 5 & 6 – This competency will also be
covered in another course in the program.
Know: Essential theoretical content
Workspace, Theory of images (Resolution, Mode), Theory of colors,
Theory of organization
Would like them to know how to do: Essential practical content
Using colors and effects (Filter Tool, Paint), Using layers, Selecting (tools),
Editing images (tools), Adding text, Printing, Using a digitizer, Taking
screenshot screen
What they have learnt: Aptitudes and (social) skills
Thoroughness, Demonstrating good taste, Understanding harmony,
Demonstrating precision, Open-mindedness, Critical thinking
9
10. 2e
journée
pédagogique
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20
janvier
2021
An Example of the Competency
Competency 00VP-Create drawings and process images
Elements of the Competency 4, 5 & 6 – Competency 00VP will also be
covered in another course in the program.
Context : From requests related to the professional field, from a
computer station, Using software for drawing, image processing, software
for digitizing and inputting screens, texts and images on paper or on the
computer support,.
At the end of the course, the student will be able:
1) To demonstrate a mastery of the technical skills of the
image processing software
2) To make appropriate choices of image and text scanning
techniques
3) To implement different screen capture techniques
10
11. 2e
journée
pédagogique
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20
janvier
2021
The educational objective
Learning Strategies
:
Determine the learning methods that will allow the students to acquire the targeted skills based on the
required competencies:
Exercices
Lecture
Débat / Debates
Discussion
Travaux pratiques / Application Exercises
etc.
11
12. 2e
journée
pédagogique
-
20
janvier
2021
An example of learning
strategies
In relation to the knowledge, know-how and
interpersonal skills and the context of achievement
defined above, the student will:
Do practical software exercises both inside and outside the class
Do practical work inside and outside the classroom
Collaborate in team work (problem solving)
Analyze projects and give their point of view
Take notes while watching videos and class demonstrations
Design projects in their entirety to take advantage of their learning
12
15. 2e
journée
pédagogique
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20
janvier
2021
Concrete case Assessment strategies
In relation to the knowledge, (know-how) interpersonal skills and the
context of achievement defined, I will assess the student using:
Real and simulated projects (allowing the application of all the functions seen in
the software)
A theoretical exam to validate the understanding of theoretical concepts
Do a formative assessment before each summative evaluation to validate learning
15
17. 2e
journée
pédagogique
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20
janvier
2021
Questions to ask
1. Highlights of the statement or context of the achievement of the competency?
2. A list of all the elements of the competency and their performance criteria
3. What are the contents (theoretical, methodological (qualitative & quantitative) and socio-emotional) you will
incorporate in your course?
4. What are the assignments, case studies, application questions, documentary sources that will allow students to achieve
meaningful learning with regards to the competency to be achieved?
5. What weight do you give to learning and assessments?
6. What are the durations in percentage or in number of hours related to the elements of the skill as well as their
performance criteria?
7. What teaching strategies will be used to situate the student in the learning environment?
8. What will the student do in his or her personal work, to take into account the weighting of the course (properly
evaluate the 3rd digit of the weighting)?
9. What formative assessment strategies will be used to allow the student to progress in their learning and at what pace?
10. What summative assessment strategies will be used to determine the level of competency the student has achieved?
17
18. 2e
journée
pédagogique
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20
janvier
2021
Educational planning (Planning the lesson)
Le calendrier des activités :
Plan for 15 weeks
Spread the course material over the period of 15 weeks
Indicate due dates and explain how materials will be given to the students
as well as how students will submit their assignments and exams.
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19. 2e
journée
pédagogique
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20
janvier
2021
An Example of a course calendar
A detailed plan of the course over the 15-week duration
Synchronous and asynchronous methods should be used for assessment
methods.
Indicate the start & end dates of each course and indicate the course
content and deliverables
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20. 2e
journée
pédagogique
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20
janvier
2021
References
ALPHAMEDIA. “La compétence et ses phases de développement », Approche par
compétence, [En ligne], 2011-
2020. https://apc.alphaomedia.org/?page=info&menu=2 (Consultée en avril 2020)
MERCIER, J., NOLLET, M-H., PINEAULT M.-C., et Monique PINEAU. « Plan
cadre-Plan de cours », Pédagotrucs 7, 2002-216. https://www.cegep-
rimouski.qc.ca/sites/default/files/dppedago7_maj.pdf (Consultée en avril 2020)
ST-GERMAIN, Martine (en collaboration avec Marie-Claude DANSEREAU,
Isabelle GAUDREAULT, François LAHAIE, Guy LEBLANC et Élisabeth
MAZALON). Guide de rédaction d’un pan de cours, [En ligne], Août
2007. http://www.cegepoutaouais.qc.ca/images/pdf/guide-redaction-plan-de-
cours.pdf (Consultée en avril 2020)
20
Editor's Notes
Warning! In this example, the sharing of elements between the courses is clear whereas at College Canada it is not ... We can specify that it is a job that will have to be done. Immediately all skill elements must be taken into consideration in their course. I took a course that does not exist at College Canada so as not to be partial to one program !
