6 ECTS credits
180 h study time

Offer 1 with catalog number 4022338DNR for all 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 'Krachtige leeromgeving', moet men ingeschreven of geslaagd zijn voor 'Leren van individuele leerlingen'.
Taught in
Dutch
Faculty
Multidisciplinary Institute for Teacher Education
Department
Multidisciplinary Institute for Teacher Education
Educational team
Nadine Engels (course titular)
Gustaaf Cornelis
Joost Vaesen
Inge Bogaert
Iris Gysels
Marijke Van Vlasselaer
Jo Tondeur
Bram Bruggeman
Heike Beckers
Emma Van Malderen
Louise De Bie
Activities and contact hours
40 contact hours Seminar, Exercises or Practicals
140 contact hours Independent or External Form of Study
Course Content

Pedagogy

The pedagogical track provides the general theoretical frameworks for creating powerful learning environments. The topics include: mission and societal aims hof education in connection to curriculum goals and objectives; comprehensive observation for mapping initial needs and strengths of students and learning groups; instructional design and constructive alignment; taxonomies of educational learning objectives; theories of learning and related designs for teaching and learning, and differentiation models. Throughout the course, particular attention goes to the ethical compass and growth mindset; philosophies of, approaches to, and tools for assessment with a special focus on assessment for learning; 21st century skills, ICT, powerful learning environments in an urban context, a first step towards creating a structured learning environment (e.g., organisation).

Domain specific applications

In this track, students are introduced to subject specific teaching within their domain:

Students learn about subject didactics as a scientific discipline including societal debates about the domain, pedagogical-didactical paradigms, subject didactic concepts, concepts and misconceptions, ... Students are introduced into frameworks in function of subject-oriented education: creating a powerful learning environment with the application of attainment targets, 21st century skills, didactic resources, multiperspectivity, ... Students learn the requirements of didactic design (both the physical and digital learning environment), focusing on current and authentic contexts, while also mobilising the outside world.

Reflective and Inquiry-based Practice

During the video stimulated reflection sessions in a small group, students analyze the full complexity of classroom practice. The interaction between teacher (mentor) and student is the focus during this reflection. In the context of differentiation models, the students watch the documentary "The Classroom Experiment" and ask a learning question that combines themes from the documentary to their own 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 professional 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.


For students with an LIO status: through reflection sessions in small groups, students systematically analyze their experiences with professional practice. They succeed in integrating offered frames of reference into their own reflection. The sessions are structured according to the framework of GRROW coaching.

Course material
Handbook (Required) : Wat echt werkt., 29 evidence based strategieën voor het onderwijs., Mitchell D. & Sutherland, D. (2022)., 4de herwerkte druk, 2022, Uitgeverij Pica., 9789493209510, 2022
Digital course material (Required) : Beschikbaar via Canvas
Additional info
  • For students of campuses Anderlecht, Diest and Leuven 24 contact hours will be organised. 156h are completed as self-study (including internship).
  • In this course, students acquire the competences needed to design and implement powerfull learning environments. They are expected to integrate the learning outcomes specified for each learning track into practice. Students are therefore expected to attend all classes within this programme to prepare for practice to the maximum extent possible.
Learning Outcomes

General competences

Programme specific learning outcomes

1, 2, 3, 4, 5, 6, 10, 11, 14, 16, 19, 20, 22

Learning Pathway Pedagogy

  1. The student shows an open, inquisitive and professional attitude.
  2. The student is able to draw connections between societal aims of education, curriculum goals and objectives for specific learning situations.   
  3. The student is able to handle a set of observation tools in order to retrieve the characteristics, needs and strengths of students and learning groups. 
  4. Based on observation and conversations with students and members of the school team, the student is able to draw up a balanced and multidimensional description of the diversity and social dynamic functioning of a learning group and to describe how the diversity can be utilized in a constructive way.   
  5. Based on the models of instructional design and constructive alignment the student is able to align students’ readiness, learning objectives, learning contents, learning tasks and assessment.    
  6. Based on research evidence the student is able to estimate the opportunities and limitations of designs for teaching and learning related to respective theories of learning and to evaluate their contribution to powerful learning environments.  
  7. The student is able to make well-founded choices in approaches to teaching and legitimate his/her choices based on the objectives/type of knowledge aimed for.
  8. The student’s guiding principles are growth and learning progress for every student and a positive interaction respecting the students’ identity.  
  9. The student is able to draw connections between philosophies of, approaches to and tools for assessment.   
  10. The student develops a growth-oriented view of assessment. 
  11. The student is able to make well-founded choices of assessment tools and to develop tools for ‘evaluation for learning’.     
  12. The student is able to integrate ICT effectively when designing powerful learning environments. 
  13. The student is able to consider the specific characteristics of an urban context when creating powerful learning environments, including its variety of cultures, living conditions and perspectives in the diverse population of learners. S/he takes account of the required responsiveness of the curriculum to the diversity of backgrounds including languages.

Domain specific applications

  1. The student shows an open, inquisitive and professional attitude.
  2. The student is able to reflect on the essence of societal debates concerning cultural sciences and to assess principles and interpretations thereof.
  3. The student can frame his/her own convictions about education within society within pedagogical-didactical paradigms, within educational reform and clarify and explain its implications.
  4. The student can identify, comment on and evaluate relevant subject didactic concepts, theories and evolutions in the field.
  5. The student can identify, prioritize and evaluate the components of a design for a powerful learning environment within the discipline (including the framework of the 21st Century Skills).
  6. The student can translate objectives from the general frameworks of pedagogy and didactics to the subject area and further identify, prioritize and argue them, taking into account the initial situation of the pupils.
  7. The student relates subject content, pedagogy and technology to the setting up of a physical and digital learning environment within the subject domain.
  8. The student can identify, assess and summarise relevant subject didactic resources with a view to designing a powerful learning environment.
  9. When creating a powerful learning environment, the student appreciates the outside world and chooses relevant extracurricular actors to bring learning content to life.

Learning Pathway Reflective and Inquire-based Pactice

  1.  The student shows an open, inquisitive and professional attitude.
  2. The student can discuss, adjust and report on his own performance in a (self-)critical manner.
  3. The student can formulate and argue concrete strengths and working points with regard to the student's own reflection and coaching skills.
  4. The student can identify learning questions in an authentic educational environment and share them with colleagues.
  5. The student can systematically analyze a situation in an authentic educational environment from different perspectives.
  6. The student can apply the results of relevant (educational) research and subject didactic expertise and content and use them in function of formulated learning questions.
  7. The student can actively search for solutions to strengthen his or her minilessons on the basis of the reference frameworks he or she has provided.
  8. The student can formulate concrete follow-up steps to strengthen his/her minilessons. 
  9. The student 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.
Written Exam determines 70% 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 with a relative weight of 30 which comprises 30% of the final mark. Note: The students justify to a jury the pedagogical choices and the domain specific applications in the design of a prepared lesson and the extensive written explanation (paper).

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

  • Assignment with a relative weight of 70 which comprises 70% of the final mark.

    Note: Assignment with a relative weight of 70 which comprises 70% of the final mark. Note: An extensive written theoretical explanation accompanying a lesson design, based on the frameworks studied in pedagogy and instruction and its domain specific applications.

Additional info regarding evaluation
  • In order to pass this course, students need to take each of the assessment components. Active participation in the Reflective and Inquiry-Based Practice sessions, in which reflective and coaching skills are practiced, is mandatory. A pass/fail evaluation is applied for this learning track. A final grade can only be calculated if a score was obtained for each exam category. Not participating in one or more evaluation categories results in the scores “absent" (Afw).
  • A student can pass the course unit only if at least 7/20 is obtained for each exam category. If that is not the case the final score will be equal to the lowest exam category score.
  • In evaluation assignments, the use of generative AI is permitted to support provided that these AI tools are used responsibly and with integrity. Any use of generative AI must be indicated appropriately (see guidelines on Canvas).
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

This offer is part of the following study plans:
Master of Teaching in Arts and Humanities: History (only offered in Dutch)
Master of Teaching in Arts and Humanities: Art History and Heritage Studies (only offered in Dutch)
Master of Teaching in Arts and Humanities: Philosophy (only offered in Dutch)
Master of Teaching in Arts and Humanities: Ethics and Humanism (only offered in Dutch)
Master of Teaching in Arts and Humanities: Standaard traject 60 ECTS Etb (only offered in Dutch)
Master of Teaching in Arts and Humanities: Standaard traject 60 ECTS And (only offered in Dutch)