Teaching Methodology General Subjects for Technical and Vocational Education 1

3 ECTS credits
90 h study time

Offer 3 with catalog number 4022899DNW 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)
Lies Vanerum
Katrien Van Roelen
Jelle Van Herreweghe
Els Govaerts

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

Practice in this module consists of two parts: (1) co-teaching with an experienced mentor and (2) mini-lessons. The student is the assistant of the mentor. The student’s responsibilities increase gradually: from participatory observation (2h) to more active modes of co-teaching or duo-teaching: one teaches - one assists, parallel teaching, station teaching, alternative teaching, team teaching (2h). The student teaches intra-muros 1 full class mini-lesson prepared in group and 1 prepared individually for each subject.

For students with LIO status: 2 hours observation and 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 in which the student assists a mentor in a co-teaching internship, in which the student's responsibilities are gradually built up: from participatory observation as a teacher-supervisor (2h), to at least two more active forms of co-teaching: parallel teaching, adapted teaching, teaching in one of several complementary groups, or team teaching together with the mentor or with a fellow student (2h). These last 2h are prepared in a conversation with the mentor.

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 subject specific pedagogy through digital learning paths.

• 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.

A step-by-step support in designing a powerful learning environment in vocational-oriented education is provided, so that these can be taught at the end of this course. In addition to the co-teaching internship, the students have the opportunity to present the results of their codesign to their peers in the form of a mini-lesson.

Course material

Digital course material (Required) : Beschikbaar via Canvas, Canvas
Handbook (Required) : Handboek 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.
The student teacher is able to successfully* support the experienced teacher within the framework of differentiation strategies.
The student teacher is able to design lessons and teach together with the mentor or a fellow student.

*Successfully here means: integrating the objectives formulated in pathways pedagogy and pedagogical content knowledge.

Learning Pathway Pedagogical Content Knowledge

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 gaines 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., …)
Competences on historical and spatial awareness (developing historical and spatial thinking among young people from a multi-perspective view)
Competences in natural sciences: linking the scientific method, natural science experiments and phenomena to the world of students.

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: The evaluation of the co-teaching or in-service internship is done by the internship supervisor based on internship administration, preparations and developed material, oral and written feedback from the mentor, self-evaluation, interview 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.
If the grade for the oral exam is insufficient, a remedial trajectory with binding agreements is proposed in order to continue with the internship for this course unit.
It is obligatory to communicate in a timely fashion (see agreements in internship guidelines). Belated communication can lead to a fail for the internship.

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