3 ECTS credits
90 h study time

Offer 3 with catalog number 4022880DNW 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 Spaans 1' moet men ingeschreven of geslaagd zijn voor 'Krachtige leeromgeving TA' en 'Vakdidactiek Spaans 2'.
Taught in
Dutch
Faculty
Multidisciplinary Institute for Teacher Education
Department
Multidisciplinary Institute for Teacher Education
Educational team
Ingeborg Plackle
Jill Surmont (course titular)
Beatriz García Cortijo
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 subject Spanish 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 the location of the subject area in current Flemish education, specific attention is paid to translating subject-specific concepts and reference frameworks for creating an optimally powerful learning environment. For the pedagogical and psychological sciences students work in teacher design teams. This means that they (re)design curriculum materials together in groups of no more than four students. The students learn how to translate final attainment levels, curriculum files and curricula into practice, but also, for example, how social 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 have the opportunity to give an individual mini-lesson within the domain of Spanish

 
 
Course material
Digital course material (Required) : Leerplannen van alle netten
Digital course material (Required) : Eindtermen (en curriculumdossiers) Spaans
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, 7, 11, 12, 13, 14, 16, 20

Learning Pathway Professional Practice

  1. The student shows an open, inquisitive and professional attitude (including planning/preparation of and communication about the internship and minilesson). 

  2. The student can identify and map the different characteristics of the initial situation of a learning group using a broad observation toolkit. 

  3. The student can formulate substantiated proposals to constructively use the diversity in a learning group in teaching practice.  

  4. The student is able to analyse the observed teaching practice on the basis of pedagogical reference frameworks and subject-specific insights. 

  5. 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. 

  6. 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). 

  7. The student deals constructively with feedback on the preparation and implementation of the minilesson and can give substantiated feedback to peers on their minilessons. 

  8. The student can look back critically at the given minilesson and participatory observation internship, reflect on it and, if necessary, formulate alternatives. 

  9. 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 shows an open, inquisitive and professional attitude.
  2. The student knows and understands the build up of the different curriculum plans Spanish and can use these to select content for their lessons.
  3. The student starts from the starting situation from the class group to formulate lesson goals and links the appropriate work forms to it in the development of his lesson.  As most class groups have a heterogeneous language background, the student can provide the necessary language support. 
  4. The student can formulate lesson goals and link these to content and proficiency training that has been selected and constructed within the horizontal and vertical coherence (i.e. constructive alignment) of the lesson(s).
  5. The student can use instruction models from language pedagogy, as the OVUR-method, to create a powerful learning environment and creates the most appropriate form based on the starting situation from a class group.
  6. The student can create a powerful learning environment from the framework of the 21st century skills. In this powerful learning environment, there is room for grammar instruction, vocabulary acquisition and the different skills.
  7. The student can use course specific research to design a powerful learning environment, to frame his own pedagogical actions and to reflect on his own class practice. 
  8. The student can let pupils actively use the different skills and provided content through meaningful and logical work forms combined with well thought through forms of support and group formation. The student knows the different manuals for Spanish as foreign language and online materials that can be used in either secondary education and adult education.  The student is familiar with existing manuals, materials and methods for ELE = Español como lengua extranjera.
  9. The student can apply the basic models for differentiation based on interest, learning status and learning profile when making a lesson plan. 
  10. The student uses actual and authentical contexts to create a powerful learning environment. He can motivate pupils to reflect on language use and language use situations in different contexts of the Spanish speaking world. 
  11. The student applies different methods to check to what extend the lesson goals are reached. 
  12. The student includes a on growth focuses follow-up in this lessons based on the starting situation and the lesson goals. 
  13. The student can design a powerful learning environment in both physical and digital form and ca use the appropriate tools for a Spanish course. 
  14. The student uses the different opportunities that a heterogeneous class group consists of to create a powerful learning environment in a Spanish course. 
  15. The student can apply language focused content education to teach culture. He can introduce pupils to Spanish culture, society, history and politics and stimulates them to communicate. The student can motivate pupils to study the language on a more abstract level. 
 
 

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:

  • Observatiestage 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.



    Voor studenten met een LIO-statuut: De evaluatie van de in service stage gebeurt door de stagebegeleider of de LIO-begeleider o.b.v. stage-administratie, 2 exemplarisch uitgewerkte lesvoorbereidingen en ontwikkeld materiaal, feedback van de mentor en gesprek, etc.

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 

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. 

He 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. 

He 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). 

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

This offer is part of the following study plans:
Master of Teaching in Languages: 1 taal (120 ECTS, Etterbeek) (only offered in Dutch)
Master of Teaching in Languages: 2 talen (120 ECTS, Etterbeek) (only offered in Dutch)
Master of Teaching in Languages: standaard traject (60 ECTS, Etterbeek) (only offered in Dutch)
Master of Teaching in Languages: standaard traject (60 ECTS, Anderlecht) (only offered in Dutch)