3 ECTS credits
90 h study time
Offer 4 with catalog number 4022785DNW 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 voor 'Vakdidactiek Engels 1' moet men ingeschreven of geslaagd zijn voor 'Krachtige leeromgeving TA' en 'Vakdidactiek Engels 2'.
- Taught in
- Dutch
- Faculty
- Multidisciplinary Institute for Teacher Education
- Department
- Multidisciplinary Institute for Teacher Education
- Educational team
- Ingeborg Plackle
Jill Surmont
(course titular)
Maggy Brusselmans
Lies Vanerum
Katrien Van Roelen
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-lessons 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 English
- Course material
- Digital course material (Required) : Leerplannen van alle netten
Practical course material (Recommended) : Creativity in the Englisch language classroom, Alan Maley & Nick Peachey, 2015
Digital course material (Required) : Eindtermen (en curriculumdossiers) Engels
- Additional info
- For students of campuses Anderlecht, Diest and Leuven minimum 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.
- If the total score of the internship 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.
- 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 together with the mentor or a fellow student.
*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 knows and understands the build up of the different curriculum plans English and can use these to select content for their lessons.
- The student starts from the starting situation from the class group to formulate lesson goals and links the appropriate work forms to it in the development of his lesson. As most class groups have a heterogeneous language background (speakers of other/multiple languages, (near) native speakers), the student can provide the necessary language support.
- The student can formulate lesson goals and link these to content and proficiency training that has been selected and constructed within the horizontal and vertical coherence (i.e. constructive alignment) of the lesson(s).
- The student can use instruction models from language pedagogy, as the OVUR-method, to create a powerful learning environment and creates the most appropriate form based on the starting situation from a class group.
- The student can create a powerful learning environment from the framework of the 21st century skills. In this powerful learning environment, there is room for grammar instruction, vocabulary acquisition and the different skills.
- The student can use course specific research to design a powerful learning environment, to frame his own pedagogical actions and to reflect on his own class practice.
- The student can let pupils actively use the different skills and provided content through meaningful and logical work forms combined with well thought through forms of support and group formation. The student knows the different manuals for German as foreign language and online materials that can be used in either secondary education and adult education. The student is familiar with existing manuals, materials and methods for TEFL = Teaching English as a Foreign Language.
- The student can apply the basic models for differentiation based on interest, learning status and learning profile when making a lesson plan.
- The student uses actual and authentical contexts to create a powerful learning environment. He can motivate pupils to reflect on language use (in different situations) that is specific to English.
- The student applies different methods to check to what extend the lesson goals are reached.
- The student includes a on growth focuses follow-up in this lessons based on the starting situation and the lesson goals.
- The student can design a powerful learning environment in both physical and digital form and can use the appropriate tools for an English course.
- The student uses the different opportunities that come with a heterogeneous class group to create a powerful learning environment in an English course.
- The student can teach culture through language focused content instruction. He can introduce pupils to the Anglo-saxon culture, society, history and politics and encourages them to communicate in English. The student can motivate pupils to study the language on a more abstract level.
- 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: Students make an assignment
Within the Practical Exam category, the following assignments need to be completed:
- Participatory obseration
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% 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).
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
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)