6 ECTS credits
180 h study time
Offer 3 with catalog number 4022716DNW for working students in the 1st semester at a (D) Master - preliminary level.
Pedagogy
The pedagogical track in this module provides the general theoretical frameworks for creating powerful learning environments. The topics include: mission and societal aims of education in connection to curriculum goals and objectives; comprehensive observation for mapping initial needs and strengths of students and learning groups; instructional design and constructive alignment; taxonomies of educational learning objectives; theories of learning and related designs for teaching and learning, and differentiation models; ethical compass and growth mindset; philosophies of, approaches to, and tools for assessment with a special focus on assessment for learning; 21st century skills, ICT, Powerful learning environments in an urban context.
Domain specific applications
In this track, students are introduced to subject specific teaching within the language acquisition domain:
• Subject specific pedagogy as a scientific discipline: essence, unique societal relevance of the course, adapting the course to the level of the learners and subject specific pedagogy concepts
• Frames for content education: subject specific pedagogical application of 21st Century skills, educational reforms and content education, curriculumgoals
• Subject specific pedagogical design: teaching formats including actual and authentic contexts, physical and digital learning environments.
Reflective and Inquiry-based Practice
During the video stimulated reflection sessions in a small group, students analyze the full complexity of classroom practice. The interaction between teacher (mentor) and student is the focus during this reflection. In the context of differentiation models, the students watch the documentary "The Classroom Experiment" and ask a learning question that combines themes from the documentary to their own classroom practice. The session is structured according to the framework of GRROW coaching. Students integrate in their reflection offered frames of reference that contribute to the design of a positive and inclusive living environment (pathway pedagogy and subject didactics) and independently consult scientific sources to strengthen the reflection. During the session, students actively contribute to the reflection of their fellow students by applying coaching skills (e.g. involved confrontation, challenging, inspiring, allowing and giving space, relaxing...). Assignments for preparation and aftercare of the session are included in the portfolio (e.g. learning questions concerning professional practice). The portfolio consists of 4 different themes: reflective skills, coaching skills, vision and professional competences. Combining these 4 themes shapes the personal development plan.
For students with an LIO status: through reflection sessions in small groups, students systematically analyze their experiences with professional practice. They succeed in integrating offered frames of reference into their own reflection. The sessions are structured according to the framework of GRROW coaching.
For students of campuses Anderlecht, Diest and Leuven 24 contact hours will be organised. 156h are completed as self-study (including internship).
In this module students acquire an integrated set of competences necessary to teach a full class. They need to integrate the learning outcomes specified for the different learning pathways in their internships. In order to prepare for practice students are expected to attend the lectures and workshops.
Programme specific learning outcomes
1, 2, 3, 7, 11, 12, 13, 14, 16, 20
Pedagogy
Domain specific applications
Reflective and Inquiry-Based Practice
The final grade is composed based on the following categories:
Oral Exam determines 30% of the final mark.
Written Exam determines 70% of the final mark.
Within the Oral Exam category, the following assignments need to be completed:
Within the Written Exam category, the following assignments need to be completed:
In order to pass this course, the student participates in all parts of the evaluation. Active participation in the reflective sessions in which reflective and coaching skills are practiced, is required. For Reflective and Inquiry-based practice a pass/fail is applied. A final grade can only be calculated if a score was obtained for each category of the evaluation and if a student actively participated in the reflection session. If not, the overall score will be 'absent' (afw).
A student can pass the course unit only if at least 7/20 is obtained for each exam category. If that is not the case the final score will be equal to the lowest exam category score.
This offer is part of the following study plans:
Master of Teaching in Languages: 1 taal (120 ECTS, Etterbeek) (only offered in Dutch)
Master of Teaching in Languages: 2 talen (120 ECTS, Etterbeek) (only offered in Dutch)
Master of Teaching in Languages: standaard traject (60 ECTS, Etterbeek) (only offered in Dutch)
Master of Teaching in Languages: standaard traject (60 ECTS, Anderlecht) (only offered in Dutch)
Master of Teaching in Languages: standaard traject (60 ECTS, Diest) (only offered in Dutch)
Master of Teaching in Languages: standaard traject (60 ECTS, Leuven) (only offered in Dutch)