Teaching Methodology Biology 1

3 ECTS credits
90 h study time

Offer 4 with catalog number 4022754DNW 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)
Andy Thys
Valerie De Lange
Liesbeth Noppen

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

The internship consists of participatory observation and a minilesson

In the participatory observation, students observe classroom practice of subject biology by a mentor. As much as possible, students actively participate in these lessons (by prior agreement with the mentor). The aim of the participatory observation is to form a broad and nuanced picture of the learning environment. While observing, students therefore thoroughly map different dimensions of the learning environment (initial situation, lesson structure, teaching methods, interaction, etc.). This part of the internship consists of four hours of participatory observation and a final interview with the mentor.
The students perform a minilesson within the domain of this course. Active participation in the minilesson is mandatory to start the internships in Teaching Methodology 2.

For students with LIO status: In-service internship of 28 hours. If the assignment volume is between 200 and 499 teaching hours or if the LIO student's assignment does not or does not sufficiently align with the domain of this course, an additional assignment from the regular track will be given.

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: the participatory observation will take place during the internship period scheduled for this purpose (6 November 2023 to 1 December 2023). 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 (including planning/preparation of and communication about the internship and minilesson).

The student can identify and map the different characteristics of the initial situation of a learning group using a broad observation toolkit.

The student can formulate substantiated proposals to constructively use the diversity in a learning group in teaching practice.

The student is able to analyse the observed teaching practice on the basis of pedagogical reference frameworks and subject-specific insights.

The student can prepare lessons for a teaching group, in which the starting situation, learning objectives and learning and evaluation activities are explicit and attuned to each other.

The student can incorporate the pedagogical reference frameworks and subject-specific insights necessary for designing a powerful learning environment in the preparation of a minilesson (including formulating appropriate learning objectives and designing teaching materials and learning and assessment activities in line with the initial situation of a learning group).

The student deals constructively with feedback on the preparation and implementation of the minilesson and can give substantiated feedback to peers on their minilessons.

The student can look back critically at the given minilesson and participatory observation internship, reflect on it and, if necessary, formulate alternatives.

The student handles information about the pupil/ student/ teachers/ school/ supervisors in a respectful and discrete manner.

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.

Grading

The final grade is composed based on the following categories:
Written Exam determines 60% of the final mark.
Practical Exam determines 20% of the final mark.
Other Exam determines 20% of the final mark.

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

Vakspecifieke opdracht 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:

Participatieve observatie with a relative weight of 20 which comprises 20% of the final mark.

Note: Participatory observation with a relative weight of 20 which comprises 20% of the final mark.  
Note: The evaluation of the participatory observation is done by the internship supervisor based on internship administration contract, planning), conducting participatory observation with subsequent discussion with the mentor and follow-up task.
For students with a LIO status: The evaluation of the in-service internship is done by the internship supervisor or the LIO supervisor based on e.g. internship administration, 2 exemplary lesson preparations and developed material, feedback from the mentor and conversation, etc.

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

minilesson with a relative weight of 20 which comprises 20% of the final mark.

Note: Minilesson with a relative weight of 20 which comprises 20% of the final mark.  
Note: Students perform a minilesson outside the examination period (December 2023) for their peers.

Additional info regarding evaluation

A student can only pass the course if

He has participated in all parts of the evaluation: the assignment, the participatory observation and the minilesson. A final grade can only be calculated if a score was obtained for all these components. Not participating in one or more components results in the mark 'absent' (afw).

He obtained at least 7/20 for each part of the evaluation (assignment, participatory observation and minilesson). If a score lower than 7/20 was obtained for at least one of the components, the final score awarded will be equal to the mark awarded for the lowest scored category.

Non-participation in or not passing the minilesson or participatory observation results in a remedial course for Teaching Methodology 2 (binding condition for continuing the internship in the programme).
Not passing the participatory observation can only be made up in a subsequent useful session time. In the event of referral to the next useful 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