At the end of this course, the student is capable of implementing care in educational settings in a broad sense, based on insights in concepts of experiential education and related didactic principles.
Course Instructional science of experiential education (including assignments). More specifically, the following insights and competencies are essential to perform the assignments related to this course:
- familiarity with the Louvain Involvement Scale and being able to perform scannings and interpret the results
- being able to observe and judge teacher style by means of the Adult Style Observation Schedule
- being able to identify developmental domains, related to the concept of deep-level-learning
- being able to implement a tool for a Process oriented Analysis of Learning Environments (including interpretation of mental activity, five factors and ten action points).
See teaching activities please.
Articles and literature
Slides, transparencies, courseware
Examples and samples
Toledo / e-platform
Is also included in other courses
- Master of Educational Sciences (being phased out as from 2011-2012) (Major: Adult Education and Continuing Professional Development) 120 ects.
- Master of Educational Sciences (being phased out as from 2011-2012) (Major: Orthopedagogics) 120 ects.
- Master of Educational Sciences (being phased out as from 2011-2012) (Major: Schooling and Instructional Sciences) 120 ects.
- Master of Psychology 120 ects.
- Master of Educational Studies (programme being phased out as from 2012-2013) (Profile 2: Special Needs Policy and Counseling) 60 ects.
- Master of Educational Sciences (Option: Education and Training) 120 ects.
- Master of Educational Studies (new programme as from 2012- 2013) 60 ects.
Whereas the basic course (Instructional science of experiential education) focuses on more formal dimensions of educational quality (teacher style, five factors, ), in this course, the optimization of the teaching approach is considered within the perspective of creating a learning environment that fits different individual student profiles. This orientation is related to the topic of creating equal learning opportunities for all. The topics that are addressed are: content of equal learning opportunities for all, child monitoring systems, innovations at the level of the general approach, identification of student profiles, defining basic competencies and dispositions, insight in a repertoire of interventions for students with socio-emotional problems and children at risk.
At the end of this course, the student is capable of understanding and explaining insights concerning:
- the function of child monitoring systems and the difference between a process oriented and product oriented approach;
- domain specific and meta-competencies and dispositions and their relation to (1) developmental and learning goals and (2) deep-level-learning;
- ways to implement differentiation in educational practice and possible interventions at the general approach level (prevention);
- a repertoire of interventions teachers can perform in relation to individual children;
- the concept of care in a broad educational sense as pilar to work on equal learning opportunities and the role of educational care suppliers and -coordinators.
Description of learning activities
Next to the lectures, this course includes assignments and observations in a relevant educational setting. These parts are programmed in a parallel design in order to integrate theory and practice.
- Articles and literature
- Example materials
Concerning the assignments and observations, the development of clinical basic skills is at the center of attention: being able to perform class screenings, observation of individual children and performing 'reconstructions of experiencing' concerning process and outcome variables (learning to judge development on different domains), formulating future goals and planning interventions. In the assignment, a particular 'case' is worked out, setting up a trajectory in collaboration with the teacher, care supplier and/or coordinator.
At the end of this course, the student is capable of applying clinical basic skills that are necessary to succesfully implement the care cycle related to the child monitoring system. This cycle starts with a class screening, followed by conclusions concerning the general approach, identifying at risk children, collecting and analyzing additional information, formulating future goals, and performing and evaluating interventions.
Description of learning activities
Next to the assignments, this course includes lectures. These parts are programmed in a parallel design in order to integrate theory and practice.
The evaluation is based on a written report concerning the practical assignments and an oral presentation of the take home question.
The written report on the practical assignments is worth 12/20 marks. The deadline for performing the observations and handing in (parts of) this report is communicated on Toledo and in one of the lectures. In case the deadline to hand in the written report is not respected, the report is considered not-handed in, and hence, this part of the exam is considered not taken. Without handing in the written report in time, the oral examination cannot be taken. Concerning the assignments, taking the first exam chance is a precondition to be able to take the September exam chance for the whole course.
The oral presentation during the exam period is worth 8/20 marks. In case the oral exam is not taken, the complete evaluation activity is considered not taken, and the mark for the written report (12/20) can be transferred to the next examination period.
In case the student fails in total, he or she only has to take the part or parts of the examination again which he/she failed on in particular, that is, the oral examination or the written report (or both). In case of failure on the written report, a substitutive task is provided in the third examination period (reflections on a case, comparable to the practical task). In case of failure on the oral exam, an exam comparable to the one taken in the previous examination period is provided (including presentation of the take home question, which can be revised). Concerning the part the student succeeded in, the marks can be transferred to the third examination period, or the student can decide to take this part of the exam again as well.
(no obligations concerning being present in sessions; obligation concerning cooperation on practical assignment)