6 ECTS credits
180 h study time

Offer 4 with catalog number 4022717DNW for working students in the 1st semester at a (D) Master - preliminary level.

Semester
1st semester
Enrollment based on exam contract
Impossible
Grading method
Grading (scale from 0 to 20)
Can retake in second session
Yes
Enrollment Requirements
Alvorens men een inschrijving kan nemen op 'Krachtige leeromgeving', moet men ingeschreven of geslaagd zijn voor 'Leren van individuele leerlingen'.
Taught in
Dutch
Faculty
Multidisciplinary Institute for Teacher Education
Department
Multidisciplinary Institute for Teacher Education
Educational team
Nadine Engels (course titular)
Ingeborg Plackle
Jetske Rosa Strijbos
Jill Surmont
Wouter Gorissen
Maggy Brusselmans
Lies Vanerum
Pascale Fierens
Matthias Verdoodt
Nathalie Michalek
Activities and contact hours
40 contact hours Seminar, Exercises or Practicals
140 contact hours Independent or External Form of Study
Course Content

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.

 

Course material
Handbook (Required) : Wat echt werkt, 29 strategieën voor het onderwijs, Mitchell D., Uitgeverij Pica, 9789493209510, 2022
Handbook (Recommended) : Handboek voor moderne vreemdetaal didactiek: vertrekpunten, vaardigheden, vakinhouden., Dönszelmann, S., van Beuningen, C., Kaal, A. & de Graaff, R., 1ste druk, Coutinho, 9789046904404, 2020
Digital course material (Required) : Beschikbaar via Canvas
Additional info

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.

Learning Outcomes

General competences

Programme specific learning outcomes
1, 2, 3, 7, 11, 12, 13, 14, 16, 20

Pedagogy

  1. The student shows an open, inquisitive and professional attitude. 
  2. The student is able to draw connections between societal aims of education, curriculum goals and objectives for specific learning situations.   
  3. The student is able to handle a set of observation tools in order to retrieve the characteristics, needs and strengths of students and learning groups. 
  4. Based on observation and conversations with students and members of the school team, the student is able to draw up a balanced and multidimensional description of the diversity and social dynamic functioning of a learning group and to describe how the diversity can be utilized in a constructive way.   
  5. Based on the models of instructional design and constructive alignment he student is able to align students’ readiness, learning objectives, learning contents, learning tasks and assessment.    
  6. Based on research evidence the student is able to estimate the opportunities and limitations of designs for teaching and learning related to respective theories of learning and to evaluate their contribution to powerful learning environments.  
  7. The student is able to make well-founded choices in approaches to teaches and legitimate his/her choices based on the objectives/type of knowledge aimed for.
  8. The student’s guiding principles are growth and learning progress for every student and a positive interaction respecting the students’ identity.  
  9. The student is able to draw connections between philosophies of, approaches to and tools for assessment.   
  10. The student develops a growth-oriented view of assessment. 
  11. The student is able to make well-founded choices of assessment tools and to develop tools for ‘evaluation for learning’.     
  12. The student is able to integrate ICT effectively when designing powerful learning environments.   
  13. The student is able to consider the specific characteristics of an urban context when creating powerful learning environments, including its variety of cultures, living conditions and perspectives in the diverse population of learners. S/he takes account of the required responsiveness of the curriculum to the diversity of backgrounds including languages.

Domain specific applications

  1. The student shows an open, inquisitive and professional attitude.
  2. The student can put the essence and the unique societal relevance of language education into words and can link this to the relevant curriculum goals, curriculum files, and curriculum plans 
  3. The student can adapt his pedagogical choices to the learning of the pupils, based on their starting situation  
  4. The student can link clear class goals to content and situate this within the horizontal and vertical coherence of the class. 
  5.  The student recognizes and knows language teaching instruction models that create a powerful learning environment and can select the most appropriate one depending on the specific characteristics of the class group.  
  6. The student can use pedagogical research to check whether or not a learning environment is powerful and refer to it to explain classroom practice.  The student recognizes and knows ways to let learners actively use the different skills and content and can link this to logical choices of work forms, learning tools and group formation. 
  7.  The student can bring his own believes on language education back to pedagogical-didactical paradigms and can link this to classroom implications. 
  8.  The student can link the basic models of differentiation on interest, learning status and learning profile to teaching and instruction models from language pedagogy.
  9.   The student recognizes and knows ways to use current and authentic contexts to design a powerful language learning environment. 
  10. The student recognizes and knows different ways to check if the aimed for goals are met at the end of a class.  
  11. The student knows how he can use the physical and digital learning environment to create a powerful learning environment 
  12. The student has insight in the possibilities and opportunities that come with a diverse population to create a powerful learning environment for language education. 

Reflective and Inquiry-Based Practice

  1. The student shows an open, inquisitive and professional attitude.
  2. The student can discuss, adjust and report on his own performance in a (self-)critical manner.
  3. The student can formulate and argue concrete strengths and working points with regard to the student's own reflection and coaching skills.
  4. The student can identify learning questions in an authentic educational environment and share them with colleagues.
  5. The student can systematically analyze a situation in an authentic educational environment from different perspectives.
  6. The student can apply the results of relevant (educational) research and subject didactic expertise and content and use them in function of formulated learning questions.
  7. The student can actively search for solutions to strengthen his or her mini-lessons on the basis of the reference frameworks he or she has provided.
  8. The student can formulate concrete follow-up steps to strengthen his/her mini-lessons. 
  9. The student makes a constructive contribution to the learning process of others by applying basic coaching skills (active listening and exploration, appreciation and validation).

Grading

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:

  • Oral justification with a relative weight of 30 which comprises 30% of the final mark.

    Note: The students justify to a jury the pedagogical-didactic choices in the design of the submitted lesson preparation and written justification for this lesson design, based on the pedagogical-didactic frameworks and their domain-specific applications.

Within the Written Exam category, the following assignments need to be completed:

  • Written assignment with a relative weight of 70 which comprises 70% of the final mark.

    Note: A lesson preparation and an extensive written didactic justification for a lesson design, from the pathway Pedagogy and Didactics + the domain-specific applications.

Additional info regarding evaluation

  • 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.

Allowed unsatisfactory mark
The supplementary Teaching and Examination Regulations of your faculty stipulate whether an allowed unsatisfactory mark for this programme unit is permitted.

Academic context

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)