Teaching Methodology General Subjects for Technical and Vocational Education 1

3 ECTS credits
90 h study time

Offer 2 with catalog number 4022898DNW 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 Project Algemene Vakken (PAV) 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

Ingeborg Plackle (course titular)
Wim Keyaerts
Yves Blieck
Jelle Van Herreweghe
Nienke Verwijs

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 PAV 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

In this course the subject area is situated in current Flemish education. Specific attention is paid to subject-specific concepts and frameworks for creating an optimally powerful learning environment in vocational oriented education. Students learn in teacher design teams. This means that in groups of maximum four students design curriculum materials in the context of Project General Subject.

During the lessons, co-design of a powerful learning environment for a target group in vocational education has the focus. The students cocreate the learning environment in small teams. The starting point is a current world problem. The teams are heterogeneously composed in terms of prior education, so that each other's expertise can be optimally utilized.

The student teachers gain insight into specific didactic approaches during:

• Supporting seminar exploration of the attainment targets Project General Subjects.

• Procedural support design with the model for powerful learning environments in vocational education, integrated learning environments, heuristics for projects,…

• Supporting seminars on literacy (competences in Dutch and mathematics)

Course material

Digital course material (Required) : Beschikbaar, Canvas
Handbook (Required) : Vakdidactiek PAV, Leren in Samenhang, Placklé, I. & Van Cauteren, C. (Eds)., Leuven: Acco, 9789463798655, 2020

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).
Additional information on the course unit internship: 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 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.
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.

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

1.The student shows an open, inquisitive and professional attitude.

The student gains insight into subject specific pedagogy of Project General Subjects.
The student can (co)design a powerful learning environment for vocational students by using subject didactic concepts and the model for powerful learning environments in vocational education.
The student gains insight into integrated curricula and project work and brings the multidisciplinary and diverse outside world to the classroom.
The student can choose objectives on the basis of final attainment levels and curriculum files relating to the Project General Subjects.
Starting from the initial situation of pupils, the student can formulate concrete and operational objectives relating to the subject domains of PGS.
The student can choose learning content from a multidisciplinary perspective, divide it into learning steps and translate toward meaningful integrated learning tasks.
The student can adapt learning content toward the initial situation of pupils.
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.
De student gains insight into pedagogical content knowledge in plural in order to improve competences of their students in different domains of PGS:

Competences in language (didactics in writing, speaking, listening and reading)

Competences in mathematics (didactics in problem solving strategies, heuristics, critical interpretation of graphs, tables and figures., …)

Grading

The final grade is composed based on the following categories:
Written Exam determines 60% of the final mark.
Practical Exam determines 40% 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: Opdracht m.b.t. verwerking leerinhoud vakdidactiek.

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

Co- of duoteaching with a relative weight of 40 which comprises 40% of the final mark.

Note: De evaluatie van de co-teachingstage of LIO-baan gebeurt door 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 student can only pass the course if

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).
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.

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.

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