Positive and Inclusive Learning Environment in Science and Technology

6 ECTS credits
180 h study time

Offer 1 with catalog number 4022400ENR for all 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

Ariane Caplin
David Maquenne
Anja Decoster
Steven Claes
Iris Stiers
Inge Bogaert
Els Consuegra (course titular)
Marijke Van Vlasselaer
Bram Bruggeman
Valerie De Lange
Liesbeth Noppen
Nienke Verwijs
Tim De Smet
Heike Beckers
Tom Dierckx
Louise De Bie
Bart Windels

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 general 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 general 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, advanced development … The themes that will be addressed depend on the availability of the experts who are invited as guest speakers.

Domain specific applications

This track focuses on subject specific pedagogy in the school (school vision and teaching methods, departmental collaboration, research competence) and on the general aspects of differentiation, evaluation including feed-up, feedback and feedforward and diversity sensitive STEM material. Furthermore, attention is paid to pedagogical concepts such as care and language policy within the domain.

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

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 (professional attitude).

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 is able to situate pedagogical content knowledge of science in a school vision and can apply a school vision to a learning environment.
The student understands curriculum theory and the horizontal and vertical structure of science education and is able to apply this to departmental cooperation and planning.
The student is able to utilize current scientific evidence and recent insights concerning a positive and caring living environment when creating a subject specific learning environment for science education.
The student is able to integrate current social themes when creating a subject specific learning environment for science education, with special attention to the Brussels metropolitan context.
The student is able to identify and frame different models of formative evaluation for the purpose of designing lessons.
The student is able to identify and frame process and product oriented assessment of the learning content in view of study evaluation, remediation, differentiation and optimization of his/her own didactic actions.
The student is able to identify feedback, feed forward and feed up.
The student is able to design learning activities that realize the subject specific curriculum goals with regard to the research competence and link a valid assessment to this.
The student is able to identify strategies that encourage the pupils' language development within science education.
The student is able to flexibly utilize subject specific knowledge and skills in his/her didactic actions and, if necessary, to correct gaps in his/her own subject specific knowledge.
The student is able to stimulate a positive interaction between students and realize connection and a sense of competence in order to optimize the learning of individual students.

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

Note: Oral examination open book with written preparation on the learning content from the subject didactics and pedagogy and didactics learning lines. Students analyse cases and propose solutions from the reference frameworks provided.

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).
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