Teaching Methodology Art History 1

3 ECTS credits
90 h study time

Offer 4 with catalog number 4022833DNW 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 een inschrijving te kunnen nemen voor 'Vakdidactiek Kunstwetenschappen en erfgoedstudies 1' moet men ingeschreven of geslaagd zijn voor Krachtige leeromgeving CW.

Taught in

Dutch

Faculty

Multidisciplinary Institute for Teacher Education

Department

Multidisciplinary Institute for Teacher Education

Educational team

Joost Vaesen (course titular)
Ingeborg Plackle
Marie-Dominique Bekaert
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

In this co-teaching internship, the student assists the mentor in teaching, whereby the responsibilities of the student are gradually built up: from participatory observation as a teacher-guide (2h), to at least two more active forms of co-teaching: parallel teaching, adapted teaching, teaching in one of several complementary groups, or team teaching together with the mentor or with a fellow student (2h). These last 2 hours are prepared in an interview with the mentor.

For students with LIO status: 2 hours observation and in-service internship of 28 hours (and if applicable pre-service or alternative internship). 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 in which the student assists a mentor in a co-teaching internship, in which the student's responsibilities are gradually built up: from participatory observation as a teacher-supervisor (2h), to at least two more active forms of co-teaching: parallel teaching, adapted teaching, teaching in one of several complementary groups, or team teaching together with the mentor or with a fellow student (2h). These last 2h are prepared in a conversation with the mentor.

Learning Pathway Pedagogical Content Knowledge

Within this course unit, in addition to the location of the subject area, current Flemish education pays specific attention to translating subject-specific concepts and reference frameworks for the creation of an optimally powerful learning environment within the field. For subject didactics 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 attainment targets, curriculum files and curricula within their domain and related sciences into practice, but also, for example, how social and political discussions (e.g. about fake news) 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 in designing a powerful learning environment so that it can be tested at the end of this course unit. In addition to the co-teaching internship, students have the opportunity to 1) present the results of their design team to their peers in the form of a co-teaching moment and 2) give an individual mini-lesson within the cultural sciences domain in preparation for their supervised and independent internship.

Course material

Digital course material (Required) : Beschikbaar via Canvas
Handbook (Recommended) : The Educational Role of the Museum, E. Hooper-Greenhill, 2de, London-New York, 9780415198271, 1994
Digital course material (Recommended) : Beschikbaar materiaal via 'HEREDUC Heritage Education', http://www.hereduc.net/hereduc/index_html/nl/view
Handbook (Recommended) : Erfgoed in de klas. Een handboek voor leerkrachten, BIB, 9789044118018, 2005

Additional info

For students of campuses Anderlecht, Diest and Leuven 6 contact hours will be organised. 84h 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, 4, 5, 6, 10, 11, 14, 16, 19, 20, 22

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.

*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 assesses the structure of the subject-specific curriculum in the context of the essence and unique societal relevance of the field.
The student is able to reflect and argue his own convictions about the discipline and give them critical meaning.
The student underpins the educational practice by using subject didactic concepts, theories and evolutions of education within the field of study.
The student is able to translate the concepts of the 21st Century Skills and the principles of a powerful learning environment for their own discipline into a concrete lesson structure, taking into account the educational reform.
The student can choose objectives on the basis of final attainment levels and curriculum files relating to the discipline.
Starting from the initial situation of pupils, the student can formulate and interpret objectives relating to the discipline in a concrete and operational way.
student can identify, consult and relate relevant and reliable didactic sources to concrete objectives with a view to designing a powerful learning environment for their own discipline.
When creating a powerful learning environment, the student brings the multidisciplinary and diverse outside world to the classroom (or vice versa) through museum and concert visits, trips, projects, speakers, ...
The student can devise and formulate a problem definition as a team in function of the lesson preparation (mini-lesson), taking into account the key concepts of multiperspectivity and inclusion.
The student can choose learning content from a multidisciplinary perspective, divide it into learning steps and translate it into meaningful assignments.
The student can use the pupil characteristics to strengthen the autonomous motivation of pupils, to provide the necessary structure, and to increase involvement during the lessons.
The student can let pupils actively discover and process subject-specific learning content through a meaningful choice of work forms, learning materials and grouping forms.
The student can involve the pupils' living environment in the learning content of the subject area.
The student relates topicality to the learning objectives (problem definition) and learning content of the discipline.
The student can summarise and express knowledge and insights regarding musical learning and integrate these in the lesson preparation and execution.

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 work out an assignment.

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

Co- or duo-teaching with a relative weight of 40 which comprises 40% of the final mark.

Note: The evaluation of the co-teaching or in-service internship is done by the internship supervisor based on internship administration, preparations and developed material, oral and written feedback from the mentor, self-evaluation, interview etc.

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. The final score awarded is then the grade assigned to the lowest scored category.
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.
If the grade for the practical exam is insufficient, a remedial trajectory with binding agreements is proposed in order to continue with the internship for the next course unit.
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 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.

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