Teaching Methodology Cultural Sciences 1

3 ECTS credits
90 h study time

Offer 2 with catalog number 4022764DNW for working 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 kan inschrijven voor 'Vakdidactiek Cultuurwetenschappen 1', 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

Joost Vaesen (course titular)
Wim Keyaerts
Iris Gysels

Activities and contact hours

10 contact hours Seminar, Exercises or Practicals
80 contact hours Independent or External Form of Study

Course Content

Learning Pathway Professional Practice

The internship consists of participatory observation and a minilesson

In the participatory observation, students observe classroom practice of the subject concerned by a mentor. As much as possible, students actively participate in these lessons (by prior agreement with the mentor). The aim of the participatory observation is to form a broad and nuanced picture of the learning environment. While observing, students therefore thoroughly map different dimensions of the learning environment (initial situation, lesson structure, teaching methods, interaction, etc.). This part of the internship consists of four hours of participatory observation and a final interview with the mentor.
The students perform a minilesson within the domain of this course. Active participation in the minilesson is mandatory to start the internships in Teaching Methodology 2.

For students with LIO status: In-service internship of 28 hours. If the assignment volume is between 200 and 499 teaching hours or if the LIO student's assignment does not or does not sufficiently align with the domain of this course, an additional assignment from the regular track will be given.

Learning Pathway Pedagogical Content Knowledge

Within this course unit, in addition to situating the subject area in current Flemish education, specific attention is paid to translating subject-specific concepts and reference frameworks for creating a powerful learning environment. Students learn how to translate final attainment levels and curricula into practice, but also, for example, how societal and political discussions and new scientific insights (can) have an impact on their classroom practice.

The leitmotif throughout this course unit is the step-by-step subject-specific support for the design of a powerful learning environment so that it can be tested at the end of this course unit. Students therefore (re)design an individual mini-lesson within the domain of cultural sciencces.

Course material

Digital course material (Required) : Leerplan van Steden en Gemeenten, http://www.ovsg.be
Handbook (Recommended) : Didactische werkvormen voor cultuurwetenschappen, Van Looy, L., Coninx, M. & Elias, K., 9789044114430
Course text (Recommended) : Cultuurexpresss. Cultuur in elk leergebied en vak. Een praktijkonderzoek binnen de lerarenopleiding, Alaerts, L., Goossens, K., Crul, L., Jans, L., Lauwers, W., Tintel, K. & Vermeersch, L., Leuven: Expertisenetwerk School of Eduction Associatie KU Leuven, 2015
Practical course material (Recommended) : Advies over studieprofiel studierichting Humane Wetenschappen in 2de en 3de graad ASO, VLOR, 1999
Digital course material (Required) : Leerplan van het Katholiek Onderwijs, http://www.vvkso.be
Digital course material (Required) : Leerplan van het Gemeenschapsonderwijs, http://www.g-o.be
Digital course material (Required) : Digitaal materiaal via Canvas

Additional info

For students of campuses Anderlecht, Diest and Leuven 9 contact hours will be organised. 81h are completed as self-study (including internship).
Students are expected to attend all classes within this course unit in order to prepare as much as possible for the internship (professional attitude).
Additional information on the course unit internship: the participatory observation will take place during the internship period scheduled for this purpose (6 November 2023 to 1 December 2023). Students are expected to spread the duration of their internship (see internship guidelines).
During this course unit an integrated skill set of competences, needed for the design of a powerful learning environment is developed. During the internship the aim is to integrate the learning outcomes of the other course units and the course unit Powerful Learning Environments.

Learning Outcomes

General competences

Programme specific learning outcomes

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

Learning Pathway Professional Practice

The student shows an open, inquisitive and professional attitude (including planning/preparation of and communication about the internship and minilesson).
The student can identify and map the different characteristics of the initial situation of a learning group using a broad observation toolkit.
The student can formulate substantiated proposals to constructively use the diversity in a learning group in teaching practice.
The student is able to analyse the observed teaching practice on the basis of pedagogical reference frameworks and subject-specific insights.
The student can prepare lessons for a teaching group, in which the starting situation, learning objectives and learning and evaluation activities are explicit and attuned to each other.
The student can incorporate the pedagogical reference frameworks and subject-specific insights necessary for designing a powerful learning environment in the preparation of a minilesson (including formulating appropriate learning objectives and designing teaching materials and learning and assessment activities in line with the initial situation of a learning group).
The student deals constructively with feedback on the preparation and implementation of the minilesson and can give substantiated feedback to peers on their minilessons.
The student can look back critically at the given minilesson and participatory observation internship, reflect on it and, if necessary, formulate alternatives.
The student handles information about the pupil/ student/ teachers/ school/ supervisors in a respectful and discrete manner.

Learning Pathway Pedagogical Content Knowledge

The student shows an open, inquisitive and professional attitude.
The student assesses the structure of the subject-specific curriculum in the context of the essence and unique societal relevance of the field.
The student is able to reflect and argue his own convictions about the discipline and give them critical meaning.
The student underpins the educational practice by using subject didactic concepts, theories and evolutions of education within the field of study.
The student is able to translate concepts of the 21st Century Skills and the principles of a powerful learning environment for their own discipline into a concrete lesson structure, taking into account the educational reform.
The student can choose objectives on the basis of final attainment levels relating to the discipline.
Starting from the initial situation of pupils, the student can formulate and interpret objectives relating to the discipline in a concrete and operational way.
The student can identify, consult and relate relevant and reliable didactic sources to concrete objectives with a view to designing a powerful learning environment for their own discipline.
When creating a powerful learning environment, the student brings the multidisciplinary and diverse outside world to the classroom (or vice versa) through museum and concert visits, trips, projects, speakers, ...
The student can devise and formulate a problem definition in function of the lesson preparation (mini-lesson), taking into account key concepts such as multiperspectivity.
The student can choose learning content from a multidisciplinary perspective, divide it into learning steps and translate it into meaningful assignments.
The student can use the pupil characteristics to strengthen the autonomous motivation of pupils, to provide the necessary structure, and to increase involvement during the lessons.
The student can let pupils actively discover and process subject-specific learning content through a meaningful choice of work forms, learning materials and grouping forms.
The student can involve the pupils' living environment in the learning content of the subject area.
The student relates topicality to the learning objectives (problem definition) and learning content of the discipline.

Grading

The final grade is composed based on the following categories:
Written Exam determines 60% of the final mark.
Practical Exam determines 20% of the final mark.
Other Exam determines 20% of the final mark.

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

Werkstuk with a relative weight of 60 which comprises 60% of the final mark.

Note: Werkstuk met een wegingsfactor 60 en aldus 60% van het totale eindcijfer. Toelichting: De studenten werken een taak uit.

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

Participerende observatie with a relative weight of 20 which comprises 20% of the final mark.

Note: Observatiestage met een wegingsfactor 20 en aldus 20% van het totale eindcijfer. Toelichting: De participerende observatiestage omvat de aanvraag van de stageplaats, de stageadministratie (stagecontract, stageplanning), de uitvoering van de participerende observatie met nabespreking en het opvolgingsverslag.

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

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

Note: Miniles met een wegingsfactor 20 en aldus 20% van het totale eindcijfer. Toelichting: De studenten voeren een miniles uit buiten de examenperiode (december 2023) voor hun peers.

Additional info regarding evaluation

A student can only pass the course if

He/she has participated in all parts of the evaluation: the assignment, the participatory observation and the minilesson. A final grade can only be calculated if a score was obtained for all these components. Not participating in one or more components results in the mark 'absent' (afw).
He/she obtained at least 7/20 for each part of the evaluation (assignment, participatory observation and minilesson). If a score lower than 7/20 was obtained for at least one of the components, the final score awarded will be equal to the mark awarded for the lowest scored category.
Non-participation in or not passing the minilesson or participatory observation results in a remedial course for Teaching Methodology 2 (binding condition for continuing the internship in the programme).
Not passing the participatory observation can only be made up in a subsequent useful session time. In the event of referral to the next useful session, the titular can allow the transfer of the grades of the successfully completed sections.

The use of generative AI is only permitted as support for the assignment on the condition that these tools are used resposibly 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