Tutoring of Individual Learners

6 ECTS credits
180 h study time

Offer 1 with catalog number 1022306BNR for all students in the 1st semester at a (B) Bachelor - advanced level.

Semester

1st semester

Enrollment based on exam contract

Impossible

Grading method

Grading (scale from 0 to 20)

Can retake in second session

Yes

Taught in

Dutch

Faculty

Multidisciplinary Institute for Teacher Education

Department

Multidisciplinary Institute for Teacher Education

Educational team

Ariane Caplin
Inge Bogaert
Els Consuegra (course titular)
Marijke Van Vlasselaer
Bram Bruggeman
Tim De Smet
Heike Beckers

Activities and contact hours

12 contact hours Lecture
8 contact hours Seminar, Exercises or Practicals
160 contact hours Independent or External Form of Study

Course Content

Learning pathway professional practice

The students provide assistance or tutelage to one or a small group of pupils/students (tutees). The assistance is based on the tutees’ needs and might for example be focused on study sills, development of more academic self-esteem, structuring and organizing difficult subject matter etc. A total amount of 20 hours of assistance is provided as part of the internship (a mean of 2 hours per week). In some tutoring projects part of the 20 hours of assistance is replaced by internal training. 

For LIO-students: in-service training of 54 hours (LIO-job). If the student’s total number of training hours on an annual basis is between 200 and 499 it might be impossible to perform enough unique training hours for this course. In that case, extra assignments or training is required, in proportion to the missing hours. 

Learning pathway pedagogy

Several pedagogical content will be addressed to support students in the design and preparations for their tutoring sessions or lessons as part of their LIO-job. The following topics are addressed: making lesson preparations, mapping the initial situation of individual learners, formulating learning goals, giving feedback, communication skills, functioning of the memory, stimulating self-regulated learning, teaching strategies to increase motivation, language support. Students also learn about tutoring as a form of community service learning: what types of tutoring exist and what are the effect for tutees and tutors when certain conditions are met.

Learning pathway reflective and inquiry-based practice

Through design sessions in small groups, the students receive support in designing and developing their tutor activities.

For LIO-status students: through reflection sessions, students analyze their experiences with professional practice in a systematic way.

Students act as an 'inquisitive teacher' and translate theoretical frameworks from the pathway pedagogy into concrete practical experiences in order to strengthen their own practice. The sessions are structured according to the framework of GRROW coaching. 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 professional practice). The portfolio consists of 4 different themes: reflective skills, coaching skills, vision and professional competences. The reflection on the basis of these frameworks gives shape to the personal development plan.

Course material

Handbook (Recommended) : Wat echt werkt, 29 strategieën voor het onderwijs, Mitchell D., Uitgeverij Pica, 9789493209510, 2022
Handbook (Recommended) : Leren Zichtbaar Maken, Hattie J., Bazalt Educatieve Uitgaven, 9789461182043, 2014
Digital course material (Required) : Beschikbaar via Canvas

Additional info

For students of campuses Anderlecht, Diest and Leuven 16 contact hours will be organised. 164h are completed as self-study (including internship).
Additional info learning pathway teaching practice: Internships may take place in academic holiday periods, course-free weeks, weeks for studying and exam periods.
In this course students acquire an integrated set of competences necessary to teach an individual student. Students are expected to integrate the learning outcomes specified for the different learning paths in their teaching practice.
In order to prepare for practice students are expected to attend the lectures and workshops.

Learning Outcomes

General competences

Programme specific learning outcomes

1, 3, 7, 8, 13, 14

Purpose

Learning pathway professional practice

Students are able to develop a simple lesson prepartion in which the initial situation, learning goals and learning activities are made explicit and are aligned.
Students can identify the different types of characteristics that have an impact on pupil learning.
Students can map the initial situation of an individual pupil/student in an intersectional and appreciative way.
Students can formulate learning goals for an individual pupil/student.
Students can choose and design suited learning activities that align with the initial situation and the learning goals.
Students can support the communication by means of interventions such as active listening.
Students can support pupil/student learning by implementing effective feedback in their practice: feedback on goals, scaffolding, reinforcement.
Students treat pupils/students/teachers/school leaders/school mentors etc. with respect and they handle sensitive information discreetly.

Learning pathway pedagogy

Students can explain the importance of tutoring and illustrate the diversity in types of tutoring, situated within community service learning theory.
Students can name several reasons why making lesson preparations is important.
Studenst can defend and critically examine the design of their practice by using the theoretical frameworks provided in the pedagogical learning pathway.
Students can distinguish between less and more effective forms of feedback.
Students can illustrate with concrete examples how pupils/students can learn to be more self-regulated.
Students can take into account the motivation structure of pupils/student when designing a learning environment.
Students can adapt lesson designs and materials in order to support the process of language learning in pupils/students that are not very proficient yet in the instruction language.
Students can consult academic and professional literature and media in the field of teaching and adapt their own teaching practice accordingly.

Learning pathway reflective and inquiry-based practice

The student shows an open, inquisitive and professional attitude.
Student can inform themselves about and discreetly deal with data about the pupil/student.
Student can actively search for solutions to strengthen their practice on the basis of the provided frames of reference.
Student can formulate concrete follow-up steps to strengthen their practice.
Students makes a constructive contribution to the learning process of others by applying basic coaching skills (active listening and exploration, appreciation and validation).

Grading

The final grade is composed based on the following categories:
Practical Exam determines 20% of the final mark.
Other Exam determines 80% of the final mark.

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

Tutor intern or LIO-job Intern with a relative weight of 20 which comprises 20% of the final mark.

Note: Practical Exam:
Assessment of the tutoring internship execution or LIO practice (Learning pathway professional practice). The assessment is based on a screening of the lesson preparations and associated didactic materials and the evaluation forms.

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

Written matrix assignment with a relative weight of 80 which comprises 80% of the final mark.

Note: Other Exam:
Assessment of the argumentation and/or evaluation of the lesson designs on the basis of the provided pedagogical-didactic theoretical frameworks in a written matrix assignment.

Additional info regarding evaluation

In evaluation assignments, the use of generative AI is permitted as a support as long as these AI tools are used responsibly and with integrity. Any use of generative AI must be appropriately indicated (see guidelines on Canvas).
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). 
In case of failure for the module partial exemption is possible for parts that have been completed successfully. In case of a failure for practice, the student is referred to the next useful exam session. Since it is not possible to retake a substantial part of the internship during school holidays, for a student who fails in June, January might be the next useful exam session.
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