Positive and Inclusive Learning Environment in Economics and Law

6 ECTS credits
180 h study time

Offer 3 with catalog number 4022726ENW for working students in the 2nd semester at a (E) Master - advanced level.

Semester

2nd 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 kan inschrijven voor 'Positief en inclusief leefklimaat', 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
Els Consuegra (course titular)
Maarten Toeback
Wim Keyaerts
Lies Vanerum
Katrien Van Roelen
Tom Kuppens
Els Govaerts
Nathalie Michalek
Laure Rogge

Activities and contact hours

40 contact hours Seminar, Exercises or Practicals
140 contact hours Independent or External Form of Study

Course Content

Pedagogy

This track focuses on introductory pedagogical theoretical frameworks that can be used to create a positive and inclusive classroom and school climate. Two professional roles are emphasized: teacher as educator and teacher as organizer. In addition to the introductory frameworks on positive and inclusive classroom climate a series of workshops will be held on specific topics such as: multilingual education, gender sensitive education, dealing with violent extremism and radicalisation, culturally responsive education, parental involvement, bullying, drug prevention, sustainable development goals …

Domain specific applications

This part focuses on the design of subject-oriented education by applying the general frameworks around differentiation, growth-oriented evaluation and language-oriented economics and/or law education. Furthermore, attention is also paid to innovative themes that contribute to a positive and inclusive learning and living environment for economics and/or law, such as financial literacy and legal competences, research competences, organizing excursions and company visits, workplace learning, intrapreneurship and entrepreneurship. These themes are studied from the standpoint of didactic scientific research as well as from the practical implementation in the classroom.

Reflective and Inquiry-Based Practice

During the reflection session in a small group, students analyze the full complexity of 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 classroom 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.

Course material

Handbook (Recommended) : Regisseer je klas, Theorie, Struyf E. & Verbeeck G., Pelckmans Pro, 9789463370783
Handbook (Recommended) : Regisseer je klas, Werkboek, Leroy A., Struyf E. & Verbeeck G., 2de, Pelckmans Pro, 9789464017021, 2021
Handbook (Recommended) : Leren Zichtbaar Maken, Hattie J., Bazalt Educatieve Uitgaven, 9789461182043, 2014
Handbook (Recommended) : Wat echt werkt, 29 strategieën voor het onderwijs, Mitchell D., Uitgeverij Pica, 9789493209510, 2022
Digital course material (Required) : Beschikbaar via Canvas
Handbook (Required) : Vakdidactiek voor leraren economie, Een praktijkgerichte benadering, Fastré, L., Tulleneers, V. & Vlayen, K., LannooCampus, 9789401477420, 2021
Handbook (Recommended) : Vakdidactiek economie, De Witte, K. & Schelfhout, W., LannooCampus, 9789401428064, 2015
Handbook (Recommended) : Binnenklasdifferentiatie in de praktijk, Ieders leer-kracht realiseren, Struyven, K., Gheyssens, E., Coubergs, C., De Doncker, H. & De Neve, D., acco, 9789463796798, 2019

Additional info

For students of campuses Anderlecht, Diest and Leuven 24 contact hours will be organised. 156h are completed as self-study.
In order to prepare for practice students are expected to attend the lectures and workshops.

Learning Outcomes

General competences

Programme specific learning outcomes

2, 3, 4, 5, 6, 7, 8, 10, 11, 12, 13, 14, 16, 20

Pedagogy

The student shows an open, inquisitive and professional attitude.

The student can analyse and solve cases of authentic classroom situations by suggesting interventions to create a positive and inclusive classroom climate.

The student can use theories on classroom management to design interventions aimed at guaranteeing a targeted and structured learning and instruction process.
The student can identify the necessary conditions and propose interventions to prevent and deal with problematic classroom behaviour.
The student can be responsive to pupil diversity by using universal design for learning as well as differentiated instruction.
The student knows the legislation regarding inclusive education and the care continuum and can develop measures to improve basic care.
The student has insight into partnership models for cooperation with pupils and parents / guardians that strive for equal participation. In doing so the student uses an appropriate language register and supports the language development to facilitate collaboration.

The student is familiar with care organizations that can support pupils and parents in collaboration with the school.

The student can use the results of educational research to improve and innovate teaching practices.

Domain specific applications

The student shows an open, inquisitive and professional attitude.
The student can design and evaluate initiatives to work on the financial and/or legal key competence.
The student can develop strategies for in-class differentiation in economics and/or law classes.
The student can check his/her own teaching methods against the reference framework for the quality of education (OK) on the basis of an assessment report 2.0
The student can situate the field of economics and/or law in the school vision and can translate the school's vision into economics teaching practice.
The student can integrate current societal themes into the teaching practice, with special attention to the Brussels metropolitan context.
The student can identify, interpret and integrate scientific knowledge and insights about a positive and caring living environment within (business) economics and/or law education.
The student can select teaching methods that encourage participation and collaboration.
The student can evaluate the learning content in a process and product oriented manner with a view of growth oriented evaluation and optimisation of the student's own pedagogical actions.
The student can integrate the principles of investigative learning when designing lesson plans for economics and/or law.
The student can apply techniques of language oriented discipline specific education within economics and/or law lessons.
The student can initiate positive interaction between pupils and stimulate a sense of connection and competence with a view to optimising each pupil's learning.
In creating a powerful learning environment, the student appreciates the outside world, chooses relevant extracurricular actors to bring learning content to life and can organise excursions or company visits.

Learning Pathway Reflective and Inquiry-Based Practice

The student shows an open, inquisitive and professional attitude.

The student can discuss, adjust and report on his or her own functioning in a (self-)critical manner.

The student can inform himself about and discreetly deal with data about the student.

The student can formulate and argue concrete strengths and working points with regard to the student's own reflection and coaching skills.

The student can identify learning questions in an authentic educational environment and share them with colleagues.

The student can systematically analyze his own experience in educational practice from different perspectives.

The student can test his or her own educational practice against pedagogical-didactical and subject-didactical insights with regard to creating a positive and inclusive living environment.

The student can identify internal sources of strength.

The student can actively search for solutions to strengthen his or her educational practice on the basis of the reference frameworks he or she has provided.

The student can formulate concrete follow-up steps to strengthen his/her own educational practice.

The student can constructively integrate the given feedback with regard to learning to coach into the coaching.

The student makes a constructive contribution to the learning process of others by applying advanced and climate-enhancing coaching skills (confronting, challenging, inspiring, allowing and giving space, relaxing).

Grading

The final grade is composed based on the following categories:
Oral Exam determines 100% of the final mark.

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

Oral examination with a relative weight of 100 which comprises 100% of the final mark.

Note: Oral open book exam with time for written preparation on the pedagogical content and domain specific applications. Students analyze and solve cases by using the theoretical frameworks.

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. Not participating in one or more categories results in the mention ‘afwezig’ (afw).  

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