Teaching Methodology Cultural Sciences 2

3 ECTS credits
90 h study time

Offer 4 with catalog number 4022769ENW for working 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 'Vakdidactiek Cultuurwetenschappen 2', moet men ingeschreven of geslaagd zijn voor 'Vakdidactiek Cultuurwetenschappen 1' en 'Positief en inclusief leefklimaat.

Taught in

Dutch

Faculty

Multidisciplinary Institute for Teacher Education

Department

Multidisciplinary Institute for Teacher Education

Educational team

Joost Vaesen (course titular)
Ingeborg Plackle
Iris Gysels

Activities and contact hours

8 contact hours Seminar, Exercises or Practicals
82 contact hours Independent or External Form of Study

Course Content

Learning Pathway Professional Practice

In this course unit, students start with 2 hours of co-teaching within the domain of cultural sciences. The form of co-teaching depends on the needs of the situation. Subsequently, a supervised practice internship for cultural sciences is conducted. Students design lessons (7h) which they also carry out in class practice, in the presence of the mentor.

For students with LIO status: in-service internship of 28 hours (and if applicable pre-service or alternative internship). If the assignment volume is between 200 and 499 teaching hours, the student may not be able to perform sufficient unique teaching hours for this course unit. In that case, additional assignments from the regular track will be given in proportion to the missing hours. In cases where the LIO student has no or insufficient teaching assignment within the field of this course unit, an additional assignment is given from the regular track , i.e. guided practice internship. Here the student designs lessons that are carried out in classroom practice, in the presence of the mentor.

Learning Pathway Pedagogical Content Knowledge

In this learning pathway, the student builds on ingredients regarding the (re)design of a powerful learning environment that were covered in Subject Teaching 1. In addition, themes are also brought in that are related to the Positive and Inclusive Living Environment course component, among other things aimed at designing an appropriate caring learning and living climate for students and at lesson implementation. This includes building blocks such as around inclusive evaluation or polarization and connecting/violent communication. The student also considers current debates and interpretations around cross-curricular education. Finally, the student integrates (in a paper) digital and narrative skills and (didactic) researching and reflective action, based on a concrete teaching practice.

Course material

Digital course material (Required) : Leerplan Cultuurwetenschappen van Steden en Gemeenten, http://www.ovsg.be
Course text (Recommended) : Cultuurexpresss. Cultuur in elk leergebied en vak. Een praktijkonderzoek binnen de lerarenopleiding, Alaerts, L., Goossens, K., Crul, K., Jans, L., Lauwers, W., Tintel, K. & Vermeersch, L., Leuven: Expertisenetwerk School of Education Associatie KU Leuven, 2015
Digital course material (Required) : Leerplan Cultuurwetenschappen van het Katholiek Onderwijs, http://www.vvkso.be
Digital course material (Required) : Leerplan Cultuurwetenschappen van het Gemeenschapsonderwijs, http://www.g-o.be
Digital course material (Required) : Beschikbaar via Canvas

Additional info

For students of campuses Anderlecht, Diest and Leuven 6 contact hours will be organised. 84h 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).
Internships can take place during academic leaves that does not coincides with school holidays, exam preparation time and exam periods. 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 positive and inclusive climate is developed. During the internship the aim is to integrate the learning outcomes of the other course units and the course unit positive and inclusive climate.

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).
The student can design coherent and challenging lessons and implement them successfully under the guidance of the mentor.
Drawing on the pedagogical reference frameworks and subject-specific insights, the student can create a powerful learning environment, in which learning objectives, learning resources and learning and assessment activities are aligned to each other and match the diversity of the learning group.
The student, appealing to the pedagogical reference frameworks and subject-specific insights, can offer learning objectives, learning activities and learning content to students in a structured, accurate and engaging way.
The student deals constructively with feedback from the mentor or internship supervisor on the preparation and implementation of internship lessons, is able to reflect on it critically and can incorporate the feedback into teaching practice.
The student handles information about the pupil/ student/ teachers/ school/ supervisors in a respectful and discrete manner.

Learning Pathway Pedagogical Content Knowledge

1. The student demonstrates an open and inquisitive attitude and a professional attitude.

2. The student considers selected curricular didactic principles appropriate to the school vision when designing lessons.

3. The student can situate the choices made for a lesson or series of lessons within the structure of a year and period planning and the horizontal and vertical structure of the subject domain (with an eye for cross-curricular education).

4. The student can integrate current scientific evidence and new insights to realize a positive and caring living environment within the subject domain.

5. The student integrates models of evaluation from the professional didactic literature into lesson preparation and lesson delivery.

6. The student argues the use of different models of summative and formative evaluation within the chosen approach in the subject domain.

7. The student will be able to apply techniques of language-oriented content learning in lesson design and implementation.

8. The student can design and implement lessons that encourage positive interaction between and with students and optimize each student's learning.

9. The student can select forms of work that encourage participation, participation and collaboration.

10. The student explores with students forms of inquiry-based learning and supports students in their implementation (such as source research, logical analysis, image analysis, or literature review).

Grading

The final grade is composed based on the following categories:
Written Exam determines 40% of the final mark.
Practical Exam determines 60% of the final mark.

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

Opdracht with a relative weight of 40 which comprises 40% of the final mark.

Note: Opdracht m.b.t verwerking leerinhoud vakdidactiek.

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

Co-teaching en begeleide stage with a relative weight of 60 which comprises 60% of the final mark.

Note: De evaluatie van de begeleide stage of LIO-baan gebeurt door de stagebegeleider o.b.v. stage-administratie, lesvoorbereidingen en ontwikkeld materiaal, mondelinge en schriftelijke feedback van de mentor, zelfevaluatie en gesprek, etc.

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).
A student can only pass the course unit if at least 7/20 is obtained for each category. The final score awarded is then the grade assigned to the lowest scored category.
It is obligatory to communicate in a timely fashion (see agreements in internship guidelines). Belated communication can lead to a score 'afwezig' (afw.) for the internship.
If the grade for the practical exam is insufficient, a remedial trajectory with binding agreements is proposed in order to continue with the internship for the next course unit.
If the total score of the internship is insufficient, the student cannot pass this course unit. Retaking the practical part can only be done in the following useful session. In the case of a referral to the next 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 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