Teaching Methodology Biology 1

3 ECTS credits
90 h study time

Offer 3 with catalog number 4022753DNW 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 'Vakdidactiek Biologie 1' moet men ingeschreven of geslaagd zijn voor 'Krachtige leeromgeving'.

Taught in

Dutch

Faculty

Multidisciplinary Institute for Teacher Education

Department

Multidisciplinary Institute for Teacher Education

Educational team

Ingeborg Plackle
Iris Stiers (course titular)
Lies Vanerum
Andy Thys
Katrien Van Roelen
Liesbeth Noppen
Els Govaerts

Activities and contact hours

10 contact hours Seminar, Exercises or Practicals
80 contact hours Independent or External Form of Study

Course Content

Learning Pathway Professional Practice

This internship consists of 4 hours of participatory observation and related assignments. The student performs one individual mini lesson within the domain of this course. Active participation in the mini-lesson is mandatory in order to be allowed to start the internship in teaching methodology 2.

For students with LIO status: in-service internship of 28 hours (and if applicable pre-service or alternative internship). The students give an individual mini-lesson within the domain of this course. Active participation in the mini lessons is mandatory in order to be allowed to start the internship in teaching methodology 2. If the assignment volume is between 200 and 499 teaching hours, the student may not be able to perform sufficient unique teaching hours for this course unit. In that case, additional assignments from the regular track will be given in proportion to the missing hours. In cases where the LIO student has no or insufficient teaching assignment within the field of this course unit, an additional assignment is given from the regular track

Learning Pathway Pedagogical Content Knowledge

Within this course unit, in addition to the location of the subject area in current Flemish education, specific attention is paid to translating subject-specific concepts and reference frameworks for creating an optimally powerful learning environment. For the pedagogical and psychological sciences students work in teacher design teams. This means that they (re)design curriculum materials together in groups of no more than four students. The students learn how to translate final attainment levels, curriculum files and curricula into practice, but also, for example, how social and political discussions and new scientific insights (can) have an impact on their classroom practice.
The leitmotif throughout this course unit is the step-by-step subject-specific support for the design of a powerful learning environment so that it can be tested at the end of this course unit. Students have the opportunity to give an individual mini-lesson within the domain of biology.

Course material

Digital course material (Required) : Beschikbaar via Canvas

Additional info

For students of campuses Anderlecht, Diest and Leuven 9 contact hours will be organised. 81h are completed as self-study (including internship).
Students are expected to attend all classes within this course unit in order to prepare as much as possible for the internship (professional attitude).
Additional information on the course unit internship: internships can take place during academic leaves that does not coincides with school holidays, exam preparation time and exam periods. Students are expected to spread the duration of their internship (see internship guidelines).
During this course unit an integrated skill set of competences, needed for the design of a powerful learning environment is developed. During the internship the aim is to integrate the learning outcomes of the other course units and the course unit Powerful Learning Environments.

Learning Outcomes

General competences

Programme specific learning outcomes

1, 2, 3, 7, 11, 12, 13, 14, 16, 20

Learning Pathway Professional Practice

The student shows an open, inquisitive and professional attitude.
The student teacher is able to successfully* support the experienced teacher within the framework of differentiation strategies.
The student teacher is able to design lessons and teach to fellow students.

*Successfully here means: integrating the objectives formulated in pathways pedagogy and pedagogical content knowledge.

Learning Pathway Pedagogical Content Knowledge

The student shows an open, inquisitive and professional attitude.
The student is able to express the essence and the unique social relevance of biology education in the Flemish educational system.
The student is able to consult and interpret the curriculum goals in biology education.
The student is able to formulate concrete and operational learning objectives based on the curriculum goals that match with the initial needs and strengths of the learning group.
The student is able to choose learning content, divide it into learning steps and employ it in meaningful assignments.
The student is able to utilize models for teaching and instruction in order to create a powerful learning environment for biology.
The student is able to use biology text books and other didactic resources to create a powerful learning environment for biology.
The student is able to use classroom activities, learning resources and group settings to create a powerful learning environment for biology.
The student is able to utilize current and authentic contexts in order to create a powerful learning environment for biology.
The student is able to utilize the framework of 21st century skills in order to create a powerful learning environment for biology.
The student is able to utilize the initial needs and strengths of the learning group in order to make classroom activities fit student learning.
The student is able to utilize the physical and digital learning environment in order to create a powerful learning environment for biology.
The student is able to devise, design, execute and report on the results of student experiments in a correct way (OVUR method).
The student is able to use elements of subject specific pedagogical research in order to create a powerful learning environment and to account for his/her own didactic choices.
The student is able to link the various sub-areas of the subject biology.
The student is able to relate biology to other fields of science, including chemistry and physics, and use this to create a powerful learning environment for biology.
The student is able to use digital teaching tools for biology to make observations, to simulate, analyse and report.

Grading

The final grade is composed based on the following categories:
Written Exam determines 60% of the final mark.
Practical Exam determines 40% of the final mark.

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

Assignment with a relative weight of 60 which comprises 60% of the final mark.

Note: Assignment with a relative weight of 60 which comprises 60% of the final mark.

Note: Students work out an assignment.

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

Participatory observation with a relative weight of 40 which comprises 40% of the final mark.

Note: Internship: participatory observation (4 hours) with a relative weighting factor of 30 and thus 30% of the final mark.
Process assessment of mini lesson 10%

Note: The evaluation of the internship is done by the internship supervisor

Additional info regarding evaluation

•   A final grade can only be calculated if a score was obtained for each category of the evaluation. Not participating in one or more categories results in the mention ‘afwezig’ (afw).
•   A student can only pass the course unit if at least 7/20 is obtained for each category. If this is not the case then the final score awarded is equal to the grade of the lowest scored category.
•   It is obligatory to communicate in a timely fashion (see agreements in internship guidelines). Belated communication can lead to a score 'afwezig’ (afw) for the internship. 
•   If the total score of the practical component is insufficient, the student cannot pass this course unit. Retaking the practical part can only be done in the following useful session. In the case of a referral to the next session, the titular can allow the transfer of the grades of the successfully completed sections.
•   If the grade for the oral exam is insufficient, a remedial trajectory with binding agreements is proposed in order to continue with the internship for the next course unit.
•   Active participation in the mini-lessons is mandatory in order to be allowed to start the internship in teaching methodology 2.

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