Tutoring of Individual Learners

6 ECTS credits
180 h study time

Offer 7 with catalog number 1022683BNW for working students in the 2nd semester at a (B) Bachelor - 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

Taught in

Dutch

Faculty

Multidisciplinary Institute for Teacher Education

Department

Multidisciplinary Institute for Teacher Education

Educational team

Ingeborg Plackle
Els Consuegra (course titular)
Lies Vanerum
Katrien Van Roelen
Els Govaerts
Nathalie Michalek

Activities and contact hours

10 contact hours Lecture
8 contact hours Seminar, Exercises or Practicals
162 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

Since students only have to assist one or a small group of pupils/students they can fully concentrate on supporting the learning process of individual tutees. Several pedagogical content will be addressed to support students in the design and preparations for their tutoring sessions. 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, the students receive support in designing and developing their tutor activities. They act as an 'inquisitive teacher' and translate theoretical frameworks from the pathway pedagogy into concrete practical experiences in order to strengthen their own practice. During the sessions, students actively contribute to the reflection of their fellow students by applying coaching skills (e.g. actively listening and exploring, appreciating and confirming).

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

Course material

Handbook (Recommended) : Wat echt werkt, 27 evidence-based 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, 5, 10, 11, 12, 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, asking reflective and explorative questions, non-verbal communication, intercultural communication ...
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 illustrate with concrete examples how a learning environment can be adapted that basic meets the psychological needs of pupils/students: autonomy support, structure provision and engagement (self-determination theory).
Students can recognize different motivational profiles in pupils/students.
Students can explain how our memory works and can design activities that support the coding and saving of information.
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:
Oral Exam determines 30% of the final mark.
Practical Exam determines 50% of the final mark.
Other Exam determines 20% of the final mark.

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

Oral Exam with a relative weight of 30 which comprises 30% of the final mark.

Note: Oral exam, open book, written preparation time. Students justify the choices made in lesson designs based on the theoretical frameworks.

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

Practical Exam with a relative weight of 50 which comprises 50% of the final mark.

Note: The evaluation of the supervised internship is done by the internship supervisor based on e.g. internship administration, lesson preparations and developed material, verbal and written feedback from the mentor, self-evaluation and conversation, etc.  
For students with an LIO status: The evaluation of the in-service internship is done by the internship supervisor or LIO supervisor based on internship administration, exemplary lesson preparations from the LIO practice and developed material, feedback from the mentor and conversation, etc.

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

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

Note: The students' reflection and coaching skills are assessed on the basis of contributions during the sessions and a reflection assignment.

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).
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.
To pass this course the student must participate in all evaluation components. 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