Studyguide 2014-2015

Programme
Academic pre-service teacher education for bilingual
and international settings
Studyguide 2014-2015
Contents
Introduction .......................................................................................................................... 3
Glossary ............................................................................................................................... 4
Staff information ................................................................................................................... 5
Placement Schools…………………………………………………..……………………………………………………….…… 6
Course Outline World Teachers Programme ......................................................................... ..8
Roles of teachers in bilingual and international education ................................................... 10
Requirements for observing and teaching in Dutch, TTO and international classes ................ 12
Roles of mentor and coach at Placement School……………………………………………………………………13
WTP lesson plan format………………………………………………………………………………………………………14
WTP Assignments 2014-2014………………………………………………………………………………………………16
Assignment 1 Self-analysis Go NoGo……………………………………………………………………………………..17
Assignment 2 Classroom Manager……………….…………………………………………………..…………………..18
Assignment 3 Exam …………………………………………………………………………………….………………………..20
Assignment 4 Mid Term Evaluation……………..…………………………………………….…………………………21
Assignment 6 Cambridge Certificate …….………………………………………………………………….…………..23
Assignment 7 International Internship…………………………………………………….…………….……………..25
Assignment 8 WTP Research Design Task……………………………………………………….…………………..29
Assignment 9 WTP Final Evaluation Task ………………………………..…………………………………………33
Literature ............................................................................................................................ 52
Appendices…………………………………………………………………………………………………………………………..56
Introduction
Welcome to the World Teachers Programme (WTP) offered by ICLON and Wolfert Bilingual, in close
cooperation with Rotterdam International Secondary School, Rijnlandse Lycea, International School of
The Hague, Alfrink College, Amsterdam International Secondary School and Berlage Lyceum. The WTP
adds on to the existing programme of teacher education at ICLON. WTP students will participate in extra
seminars and activities to develop their understanding of, and competence in, bilingual and international
education. The programme will require about 100 extra hours of study as well as a three-week
international internship.
This study guide provides you with a description of the course, assessment tasks and information
regarding your teaching placements. Additionally, a Blackboard e-learning environment is used to
supplement this course with updates, specific information about seminars, and as a site to upload your
assignments. Where relevant, you will also receive further reading materials during the seminars.
BLACKBOARD: Please enrol in : http://blackboard.leidenuniv.nl ICLON for WTP.
Programme objectives
In addition to the objectives of the regular ICLON programme, the WTP is designed to:
• Develop your understanding of the nature of and differences between national, bilingual and
international education.
• Develop your knowledge of content and language integrated learning (CLIL) and its practical use in the
classroom.
• Support a deeper understanding of how to challenge and motivate all students, including gifted and
talented students.
• Develop your awareness, knowledge and skills as an effective international teacher and understand
what it takes to become one.
Glossary ICLON / WTP
Dutch
English
Meaning
CLIL
CLIL
Content & Language Integrated Learning
TTO (tweetalig
onderwijs )
Vakdidactiek
Bilingual education Dutch bilingual
education
Subject Pedagogue
Pedagogiek
Adolescent Psychology
Leren en
Instructie
Learning and Instruction
Mentoraat
Supervision
Lid van
Schoolorganisatie
Member of Staff
Regisseur
Classroom Manager
VIL (Vragenlijst
interactief
leraarsgedrag
Onderzoeker
QTI
Zelf evaluatie
Professional Self Evaluation
Tentamen
Exam
Middenevaluatie
Midterm Evaluation
Eindgesprek
Final Evaluation
POP ( Persoonlijk
Ontwikkelings
Plan)
PDP ( Professional Development
Plan)
Instituuts
Begeleider ( IB)
Supervisor
Begeleider op
School ( BOS)
Vakcoach
School Mentor
Researcher
School Subject Coach
Questionnaire Teacher Interaction
Staff Information
ICLON / WTP
Mandi Berry
071 5276061
[email protected]
Dr. Mandi Berry is a teacher educator, consultant and researcher in the World Teachers Programme at
ICLON Leiden University School of Teaching. Mandi has been a biology teacher and teacher educator in
Australia before joining Leiden University.
Janneke Geursen
071 527 7164
[email protected]
Janneke Geursen is a language teacher educator and a trainer. She has been working as a teacher of
English and as a teacher educator at VU University before joining Iclon.
Errol Ertugruloglu
(school) 010 890 77 00
[email protected]
Errol Ertugruloglu is a teacher educator in the World Teacher Program Program at ICLON Leiden
University School of Teaching. At Wolfert Bilingual he teaches Social Studies and Geography.
Jan de Jager
010 8907744
[email protected]
Jan de Jager is a linguist and teacher of Dutch and Spanish. He has been involved in international
education since the early eighties, taught IB diploma A1, A2 and B in both Dutch and Spanish, first in
Buenos Aires and now in Rotterdam, at the Rotterdam International Secondary School.
Alina Ilie
010 890 77 00
[email protected]
Alina Ilie is Head of internal professional development at Wolfert Bilingual and coach at both the
Wolfert and the Rotterdam International Secondary School. She teaches English.
Evelyn van Kampen
071 5275889
[email protected]
Evelyn van Kampen is a PhD candidate conducting research about CLIL teaching at ICLON, Leiden
University. She is also a qualified history teacher and has previously taught at Maastricht University.
Nadira Saab
[email protected]
Nadira Saab is a teacher educator and researcher who works in the subject, Adolescent Psychology.
WTP Placement Schools
ALFRINK COLLEGE
Moniek van Mourik
079 330 66 66
[email protected]
Moniek van Mourik is a coach at Alfrink College Zoetermeer. She teaches Dutch.
AMSTERDAM INTERNATIONAL COMMUNITY SCHOOL (AICS)
Stavros Melachroinos 020 577 12 40
[email protected]
Stavros Melachroinos is a coach at Amsterdam International School. He teaches Sciences.
BERLAGE LYCEUM
Maria Voorburg
020 572 12 00
[email protected]
Maria Voorburg is a coach at Berlage Lyceum. She teaches Sciences.
INTERNATIONAL SCHOOL OF THE HAGUE (ISH)
Sandra van den Bosch 070 338 45 67
[email protected]
Sandra van den Bosch is a guide for teacher trainees. She teaches Dutch.
RIJNLANDS LYCEUM OEGSTGEEST
Maida Reiziger
071 519 35 00
[email protected]
Maida Reiziger is a coach at Rijnlands Lyceum Oegstgeest. She teaches English.
RIJNLANDS LYCEUM SASSENHEIM
Cokkie Kloeze - Overdulve
0252 243 070
[email protected]
She is a coach at Rijnlands Lyceum Sassenheim. She teaches English.
RIJNLANDS LYCEUM WASSENAAR
Jennifer van Otterloo
070 511 04 00
[email protected]
Jennifer van Otterloo is a coach at Rijnlands Lyceum Sassenheim. She teaches English.
WOLFERT BILINGUAL ROTTERDAM
Alina Ilie
010 890 77 00
[email protected]
Alina Ilie is Head of internal professional development at Wolfert Bilingual and coach at both the
Wolfert and the Rotterdam International Secondary School. She teaches English.
ROTTERDAM INTERNATIONAL SECONDARY SCHOOL (RISS)
Lynn Libert
010 890 77 44
[email protected]
Lynn is the coordinator for internships at the RISS. She teaches English and Global Problems.
Course Outline World Teachers’ Programme 2014-2015
Time: from 15:00 until 17.30 with the exception of sessions 1, 5 and 13.
Locations
 AICS, Prinses Irenestraat 59, 1077WV Amsterdam
 Alfrink College, Werflaan 45, 2725 DE Zoetermeer
 ICLON, Pdlc, Pieter de la Courtgebouw, Wassenaarseweg 52, 2300 RB Leiden
 Wolfert Bilingual, Bentincklaan280, 3039 KK Rotterdam
Please note: you will be informed if any changes in this planner are necessary.
Seminar
Subject, topic
Where
When
1.
Opening, & introduction : What makes a
bilingual school ? Rob Fens, Wolfert School
Group
- Teach a small group
- Observe CLIL lessons
- CLIL Teacher panel
- Review of learning
What makes an international school'? Jan de
Jager (RISS)
What is CLIL? (1)
Activating Prior Knowledge
Teaching Vocabulary.
Wolfert,
Rotterdam
09 September 2014
09.00 – 15.00 pm
ICLON, Leiden
PdlC : 1A21
23 September 2014
3 – 5.30 pm
What is CLIL? (2)
ICLON, Leiden
PdlC : 1A33/1A15
07 October 2014
3 – 5.30 pm
ICLON, Leiden
PdlC : tba
14 October 2014
3 – 5.30 pm
AICS,
Amsterdam
28 October 2014
09.00 – 13.00 pm*
2.
3.
Providing Lesson Input in CLIL
WTP Research project - introduction
4
What is CLIL? (3)
Processing Lesson Input
5
International teaching
What is the IB philosophy ? How does it work in
practice?
Overview and introduction: Stavros
Melachroinos, AICS.
IB for curriculum areas
Lesson Visits
6
TTO in the Netherlands, recent developments.
Onno van Wilgenburg ( EP)
WTP Research project
ICLON, Leiden
PdlC : 1A21
11 November 2014
3- 5.30 pm
7
What is CLIL? (4)
Encouraging output
ICLON, Leiden
PdlC : 1A21
25 November 2014
3 – 5.30 pm
8
Assessment in CLIL (1)
Forms of assessment
ICLON, Leiden
PdlC : 1A21
9 December 2014
3 – 5.30 pm
9
CLIL as active learning:
Active Learning
Effective Questioning
Assessment in CLIL (2):
Working with feedback
ICLON, Leiden
PdlC : tba
10 February 2015
3 – 5.30 pm
ICLON, Leiden
PdlC: 5A42/Sa37
03 March 2015
3 -5.30 pm
11
European and International Orientation (EIO)
Marcel de Haas (Alfrink)
How does your school implement EIO ?
Alfrink College,
Zoetermeer
17 March 2015
3 – 5.30 pm
12
3rd Culture Kids Jan de Jager (RISS)
CLIL curriculum design
CLIL Cross Curricular Projects
Wolfert,
Rotterdam
24 March 2015
3– 5.30 pm
10
Period during which an International Internship can be planned, between 9 April and 10 May 2015.
Duration: approximately three weeks.
13
Presentations International Internships.
ICLON, Leiden
PdlC : 5A41
02 June 2015
3 – 6.00 pm
14
Presentations International internships
Final WTP: Summary of Learning
ICLON, Leiden
PdlC : 5A41
16 June 2015
Tba – rooms to be announced
3-5.30 pm
Roles of teachers in bilingual and international education
Please note:
(1) in the following text pre-service teachers are referred to as ’teachers’.
(2) the number of hours required to observe and a teach in Dutch, bilingual (TTO) and international
classrooms can be found on page 13.
Teachers in bilingual and international education must meet the standard requirements of the ICLON
programme in Leiden. These requirements are described in terms of six roles of a teacher. The following
requirements described below include additional aspects of these roles required from WTP teachers. It
is important that you familiarize yourself with these different roles and regularly analyze your progress
towards attaining them.
1.PROFESSIONAL (Professional)
The teacher is deeply interested in teaching and learning, in her/his subject area, and the particular work
of teachers in international and bilingual settings, and seeks to develop these aspects as a professional
teacher throughout her/his career. To do so, involves asking questions about, developing awareness of,
and continually monitoring knowledge of teaching and learning, and its enactment in practice.
Additionally, the teacher shows a commitment to learning both inside and outside the classroom, e.g., by
participating in extracurricular activities in the target language, visits to relevant conferences, etc. The
teacher is aware of the relationship between cultural variety and effective communication in a bilingual/
international setting. S/he develops sensitivity to each student’s individuality and cultural background
and works productively with international colleagues inside and outside of school.
2. CLASSROOM MANAGER (Regisseur)
The teacher can effectively manage the class while using appropriate English, suitable register and a
varied vocabulary and idiom. There should be an understanding of mutual respect; ergo the teacher
shows respect for students’ individual needs and socio-cultural backgrounds, and actively encourages
students to respect each other and learn from each other’s differences. The teacher accepts and enjoys
teaching all students, and encourages students to develop their own critical opinion. The teacher is
aware of ways to identify and support gifted and talented students. Feedback from the teacher includes
constructive critique, with an eye to student empowerment and stimulates all students to reach their full
potential.
3. SPECIALIST IN ADOLESCENT DEVELOPMENT (Pedagoog)
The teacher is aware of the forms of development of each student that involves considering the new
cultural and social environment the student has to adjust to and the challenge this presents for the
student. The classroom environment, as created by the teacher, is welcoming, safe and stimulating to
prevent linguistic or social isolation of the individual student.
The teacher creates an ‘international’ environment, while using English as the sole language of
communication (when applicable). This is not only reflected by the use of English in the classroom, but
also by promoting awareness of social, historical and cultural differences amongst students. Gifted and
talented students are provided with an enriched set of activities to stimulate learning not only
academically, but also on emotional and social levels.
4. SUBJECT LEARNING SPECIALIST (Vakdidacticus)
The teacher is aware of the specific language features relevant to her/his subject and teaches students
to recognize and use these. The teacher has a sound knowledge of a range of teaching approaches
(including ICTs) and is able to translate this knowledge into worthwhile, practical lessons. The teacher
knows how to motivate student learning through choice, relevance and variety. This knowledge should
not only reflect a broad international academic base and context, but also be representative of the
school’s philosophy.
The teacher’s choice of materials and points of reference should be selected from international English
language sources (where applicable). The teacher is able to implement content and language integrated
learning (CLIL) strategies for practical classroom use and to appropriately scaffold the learning of both
the subject content and the (English) language. Lesson plans and curricula produced by the teacher
should be clear and specific, with aims relating to CLIL. The teacher is able to monitor student progress
through the careful selection and use of appropriate and diverse forms of assessment (summative and
formative). During the learning process the teacher knows and can use multiple strategies to provide
each student with corrective feedback related to both the subject and the language in a CLIL setting.
5. MEMBER of STAFF (Lid van de school organisatie)
The teacher works effectively and positively within bilingual/international settings and understands and
uses appropriate cultural and social norms within a multicultural environment. The teacher is aware of
and uses these skills for communication with, and support of, parents from diverse socio-cultural
backgrounds.
6. TEACHER as RESEARCHER (Vakdidaktisch onderzoeker)
The teacher takes an enquiring stance towards teaching and learning, and is curious to better
understand the work of teachers through a research perspective. The teacher undertakes research on
matters related to bilingual or international education according to ICLON requirements and the
allocated themes of the World Teachers’ Programme.
Requirements for observing and teaching in Dutch, bilingual
and international classes
INTERNSHIP AND TEACHING REQUIREMENTS
Please check the ICLON Studiegids 2014/2015 for more information about the “praktijkdeel”
Teaching requirements : 250 contact hours. Contact hours = hours spent at school, doing school
related work (see below*).
Minimum of 120 hours of teaching (with a maximum of 8 teaching periods of approximately 50
min. per week.)
At least half of the total number of lessons you teach should be taught in English.
65 hours should be taught in upper forms (4 and 5 havo and/or 4, 5 and 6 vwo).
*The remaining hours are reserved for observation of colleagues, coach, mentor or fellow WTP students
and other activities such as parents nights, projects, excursions, exchanges etc.
You should start observing or teaching by September 201 and continue until at least
June 2015 (or as long as it takes you to finish ICLON).
You must keep a record of the number of hours and the classes you observe and teach.
Roles of mentor and subject coach at school
WHAT CAN YOU EXPECT FROM YOUR MENTOR?
The mentor (Dutch: BOS) acts as a liaison officer between the school and the student teacher in close
cooperation with the university supervisor (IB). S/he provides you with help in all matters relating to
information about the teaching profession, provides you with formative and summative feedback and
decides together with the university supervisor if you have made sufficient progress. The mentor bases
her opinions on visits to lessons, discussions with you, readings of your work, information from the
subject coach, etc. You and your mentor are required to have meetings on a regular basis, including
some lesson visits, discussion of lessons, etc. In this way, the mentor is actively involved in your learning
and assessment. For the midterm and final assessment the mentor will, together with the subject coach,
write a report on your progress for each of the roles of a teacher according to the ICLON and WTP
requirements.
WHAT CAN YOU EXPECT FROM YOUR SUBJECT COACH?
The subject coach (Dutch: vakcoach) is responsible for your daily supervision and support in learning
about teaching. Specifically, the subject coach should:








introduce you to other staff in your department and explain their roles and expertise;
encourage you to observe her teaching and help you to access her knowledge base;
answer questions as to the decisions underlying his methods of teaching and monitoring of
student learning;
give you access to resources, lesson-plans etc.
encourage and support you to take progressive responsibility for designing and teaching lessons;
provide oral and written feedback on your teaching, focusing on subject methodology;
assess you using ICLON standards and additional World Teachers requirements;
provide the mentor with input for the written report for the midterm and final assessment.
WTP Lesson plan
Subject :
Class :
Content aims :
Language aims :
TIME
AIMS
ACTIVITY: TEACHER
Activate Prior Knowledge:
How ? What?
Content (C )
Language (L)



ACTIVITY: STUDENT
Interaction
Produce output
Provide lesson input: What ?
Process Lesson Input : How?
Encourage Output: What ? How ?
MULTIMODAL
LESSON INPUT
Course book, ppt,
pictures Dvd, audio,
graph, map etc.
Aims achieved ? Briefly explain.
Feedback from subject coach
Rules of thumb
Conclusion
**** NOTE: Make a lesson plan for EACH lesson you teach. An e-version is on Blackboard.
Keep your lesson plans organized in a way that you can show to your subject coach, BOS or university
supervisor. Ask for written feedback from your subject coach/BOS for every lesson taught. This helps
provide a record of evidence of your progress and will be input for your midterm and final evaluation.
WTP Assignments & Submission Dates: 2014-2015
Assignment
Deadline
1
GoNoGo (Praktijk 1)
Self analysis of your progress as a beginning teacher.
22 September 2014
2
Classroom Manager Assignment (L & I)
27 October 2014
3
WTP Research Project
- Upload proposal form (See Blackboard)
5 December 2014
4
Exam (L & I)
12 January 2015
5
Midterm Evaluation: (Praktijk 1)
Self -analysis
19 January 2015
6
Exam Re-sit (where required)
09 March 2015
7
Keuze module :
Cambridge Certificate for Teachers in Bilingual Education
30 March 2015
8
International Internship report
19 May 2015
9
WTP Research Project (VDOO)
22 June 2015
10
Final Evaluation
- WTP Final Evaluation Task
22 June 2015
11
Final evaluation (Praktijk 2)
- Self and school
22 June 2015
Assignments 1,2,4,5, 9 and 11 are required of all students in Leren en Instructie. Assignments 3, 7, 8, & 10 are
specific to the WTP.
Please keep an electronic copy of all assignments as you will be required to submit a complete set of your
assignment work at the end of the year.
WTP Assignments 2014 - 2015
Assignment 1 : Self Analysis - Go/NoGo
Introduction and aims
This assignment is designed to help you assess your progress as a beginning teacher and to determine
your areas of strength and needs for improvement. Your written assignment will form the basis of an
individual conversation between yourself and your ICLON supervisor about your progress and your
suitability to continue in the program.
Task and Procedure
Analyze your own performance at school and in your ICLON program so far.
(Length: Maximum 2 A4).
In your analysis, consider aspects such as:
a: What is going well for you at school? Pay particular attention to the role of classroom manager and
subject learning specialist. (Use the description in the Rubrics to help you – see Blackboard L en I groep 6
WTP augustus 2014> Learning and Instruction/Praktijk for the general rubric. On pp 10 and 11 of this
reader you will find additional aspects for CLILteachers)
b. How "feasible" is this teacher education program for you? Is the time available for the ICLON part and
the practical part of your teacher education manageable, or do you experience a problem here? And if
so, what possible solution/s do you see for yourself? Comment also on the learning approaches used at
ICLON, do these fit with you?
c. What does not yet go well for you, and what would you like to work on as a priority in the coming
period ? How can you do this and what would you like to achieve by the mid-term?
(formulate SMART learning goals)
d. Is the communication between you and the school and between you and ICLON going well? Are there
any issues with your placement/mentors that might cause difficulties for your progress?
This assignment will be graded with a 0 (insufficient) or a 1 (sufficient)
Deadline : 22 September 2014
Assignment 2 : Video-analysis/ Classroom Manager
Introduction and aims
This assignment aims to increase your awareness of how your behaviour influences the class
environment and helps you find ways to increase your effectiveness as a classroom manager. You can do
this assignment after you have been introduced to theory on classroom management and have practised
with some approaches during seminars and at school.
Planning and materials.
Camera: Use the school camera or borrow one from the ICLON reception. To do the taping, ask a fellow
student, your coach or mentor, or a technician; at this early stage we do not recommend you to ask a
pupil to tape your lesson.
You must plan ahead to have a camera and a cameraman in your lesson.
Also plan a date to watch an excerpt of your video with a small group of your fellow students. Note: you
need a venue and the technical capabilities to view your videos.
Procedure
 Record a lesson in a class that you know well enough, usually you will have taught a few lessons in
this class and you know your students’ names. Tell the class that you are using the tape for your own
learning/professional development.
 Watch the tape a number of times; it is advisable to watch at least once with the sound turned off
(to see non-verbal behaviour more clearly) and to listen to yourself without watching (so you can
hear your voice more clearly). Analyze your own behaviour using Classroom Management
terminology and theory discussed during the L&I seminars.
 Choose two or three short fragments to share with colleagues, in total these sections should not
exceed 10 minutes. Put the fragments on a memory stick or dvd.
 In your small group, tell your fellow students why you have chosen these fragments and ask them to
focus on what you consider good or strong classroom management behaviour and aspects that need
more attention, things you need and would like to work on! Practice using the terminology from the
readings and constructive feedback processes in your discussion (e.g., dominant/submissive
behavior, opposition/cooperation behavior, gestures, facial expressions, use of space).
 Discuss and contrast your observations of your management approach with your fellow students’
observations of your behaviour.
Written Assignment
Please use the terminology discussed in the seminars, reader and articles.
a) Briefly introduce the context of the class (e.g., age of students, subject, topic/purpose of lesson,
how many times you have taught this class)
b) Explain why you have selected these particular fragments.
c) Write down what you have asked your fellow students to observe about your classroom
management behaviour. It may well be that you think your voice is too loud, you hardly make
any gestures, you cannot stand still or you think your status is too submissive, etc.
d) Write down a summary of your fellow students’ observations and feedback. You may also wish
to include your mentor’s observations and feedback with regards to your classroom
management.
e) What conclusions can you draw from all their observations, feedback and suggestions about your
management approach and ideas for improvement?
f) Based on the observations and your conclusions, develop a number of resolutions and/or rules
of thumb. (Rules of thumb are useful ideas that can guide your teaching and be easily
remembered, e.g., For quietness, wait silently and make eye contact).
g) What is that are good at and what is it that you need to work on ? Please prioritize your
conclusions from ‘needs immediate work’ to ‘can wait’. Write a plan of action how you think you
can improve your classroom management behaviour. Identify what you are actually going to do
to tackle your most pressing problems, i.e. the top three issues and actions. Include How you are
going to work on it and describe how you prove you have achieved your learning goals; i.e. make
them SMART. Inform both your supervisor and your BOS/subject coach of your learning goals.
h) What have you learned from watching your own and others’ classroom management? What is
the value of this assignment for you as a beginning teacher?
Assessment
This assignment is part of Learning and Instruction 1 and will also be discussed during the midterm
evaluation, January 2015. You will not receive a grade for this task, but it has to be completed in order
to finish the L & I 1 course. At this moment in time the most important thing is that you are aware of
your behaviour, can analyze your behaviour using appropriate terminology, have a suitable and relevant
plan of action and are learning to be a better manager of your class.
Page limit: 3 / 4 pages.
Deadline:
Please submit your written assignment AND your video recording no later than 27 October.
Prepare to show the whole class group a maximum of 3 minutes of your videoclip (This may be carried
out during one of the Learning and Instruction seminars or ‘between weeks.)
Assignment 4 : Exam
Introduction and aims
Through an open book exam on the basis of case studies, your knowledge of Learning and Instruction
during part 1 will be assessed. You will be required to show how you understand the main ideas of the
theories presented, and how you are able to make sense of these to apply to practical classroom
examples.
Background material
An example of an examination question:
You will read a case study describing a class or will be provided with a lesson design and you should
determine the extent to which this class/lesson meets the criteria of Janssen.
For each criterion:
a. To what extent is the lesson compliant?
b. What information do you need to determine this? And if you do not have this information how might
you obtain it in a simple way?
c. How could you improve the lesson according to Janssen’s criteria and by referring to relevant
literature from the reader and / or Ebbens?
Resources
The literature for the examination for WTP students is taken from:
• Ebbens & Ettekoven, Effective learning: basic book, Noordhoff, 2012 (third edition), ISBN
9789001815448 (possibly pressure from 2005 or 2010)
• Scrivener, J. Classroom Management Techniques, Cambridge University Press
• Reader 'Learning and Instruction "
Appendix 1 provides a scheme which tells you which readings will be used from the various books and
articles. If it is not in the schedule, it will not be in the examination.
Date of Exam: 12 January, 2015
Re-sit (if required): 09 March 2015
Assignment 5 : Mid Term Evaluation - 360 degree feedback
(Praktijk 1)
Introduction and aims
The purpose of this assignment is collect information about your learning and development as a teacher
through collecting feedback from a range of different sources, including yourself, your BOS or vakcoach
and your students, using a 360 degree feedback model. Based on this information together with the
observations of your university supervisor, a judgment about your progress will be made for the midterm (Praktijk 1), and goals will be formulated to support your ongoing progress. You are required to
collect the necessary information yourself and to submit your information to the Assessment centre on
Blackboard.
Background information
The process by which you should collect the different sources of information is explained below. Make
sure you plan WELL IN ADVANCE because there are multiple parts to this assignment which require time
to organize and carry out. In practice, the most convenient approach should be:
1. Carry out VIL /QTI with students, discuss results with your BOS
2. Write your self-analysis
3. Ask your BOS vakcoach to fill in the rubrics and discuss these with you.
4. Discuss your VIL/QTI, self-analysis and rubrics with your BOS/vakcoach.
5. Combine all of these documents (via Blackboard) for assessment by your supervisor in
consultation with your BOS.
Procedure
School students
Students should mainly look at your performance in the role of classroom manager. Administer the
Questions from the Interpersonal Teacher Behaviour (VIL) for two classes of your choice. Explain briefly
why the relevant classes are chosen. You can find information about the VIL/QTI in blackboard L & I
groep 6 WTP> L & I/ Classroom management. Discuss the results with your BOS and if possible in a
meeting with your supervisor and fellow students.
Yourself
Write a self-analysis of your performance using the insights you've gained from Supervision / L & I. In this
self-analysis you look back and forward on the roles of professional, classroom manager, subject learning
specialist, mentor and member of school organization, in both university classes and school practice.
Appendix 3 explains which components should be included in your self-analysis. Discuss your selfanalysis also with your BOS. The self-analysis is primarily important as a guide for your own
development. You should consider at what level you assess your own performance on different roles,
although analysis by your supervisors will use the rubric Professional. This task is concerned with making
a realistic analysis, and where you can take yourself further.
School BOS
The supervisor at School (BOS) provides an assessment for each of the five teacher roles in the form of a
completed rubric for each role with a brief justification for each role. (See Blackboard L & I groep 6> L &
I/Praktijk ). You can also find a classobservation sheet in that folder that your BOS/ subject coach is
expected to fill in.
Assessment for the Rubrics of classroom manager, mentor and learning specialist include observation of
your functioning in the classroom (in one or more observed lessons. The assessment for Member of
school organization is based on information such activities as collaborating with colleagues in school
(vakcoach, vaksectie, team), attending meetings, extra curricula activities, etc.. If the BOS has insufficient
information, he or she collects information from colleagues.
For (aspects of) Rubrics where the BOS has insufficient information to form an assessment, then he / she
can leave it empty, or write Not Applicable.
University supervisor
Your supervisor considers all the documents you have submitted and makes an assessment in the form
of a completed rubric for each role with a brief justification for each role. The university supervisor uses
the same tools (rubrics) as the BOS. The assessment by the supervisor is translated into a figure as
below:
Niveau
1
1á2
2
2á3
3
3á4
4
Praktijk 1
5
6
7
8
9
10
10
Praktijk 2
5
5
6
7
8
9
10
Deadline: Please collect all of your information, make your self-analysis AND discuss your progress
with your BOS no later than 20 January.
Your university supervisor will arrange a time and date to meet with you to discuss your progress with
your BOS.
Required contents of Mid Term Evaluation - 360 degree feedback
Self- analysis per role using 360°feedback
Describe, analyze and evaluate your own progress in each of the five roles (see rubric). You can make use
of the questions below to structure your text.
The assignment should be 4 to 6 pages in total.
Your supervisor will use the rubric of the role of professional to assess the assignment.
Describe

which experiences were important for your development in these roles, what feedback struck you,
what learning goals did you come across etc.

what you have done to make progress towards your learning goals. Refer to concrete material
illustrating the steps you have taken. Use the QTI results when referring to the role of Classroom
manager and/or video material. The rubric descriptions may also help you to indicate change.
Analyze
 what helped you achieve your goals and/or what prevented you from achieving them.
 your experiences by referring to theory explaining what happened or changed
 connect findings with your views on education, teaching, learning, your subject etc.
Evaluate

how you assess your progress during the first semester. Refer to the rubrics for each role and
summarize important insights and rules of thumb for each role and explain why they are important.
Conclusion and resolutions
Mention important insights and rules of thumb.
Then decide what you are going to focus on in the next semester and how you will do this.
First determine what your strengths are and what needs further attention.
Identify 2 – 4 learning goals you want to give priority.
- make them SMART
- explain your motivation and describe what kept you from achieving this goal so far
- describe what sources/input you are going to make use of
- decide with what material you are going to illustrate your development.
During the midterm evaluation your plans will be discussed.
Assignment 7 : Cambridge Certificate for Teachers in Bilingual Education
The Cambridge Certificate is a practice-based qualification for the continuing professional development
of practicing teachers who are working, or preparing to work in bilingual education. In bilingual
education , learners study some or all subjects through the medium of an additional language. The
Cambridge Certificate is designed for teachers who have little or no previous experience of teaching
through an additional language and who need to develop knowledge, understanding and skills in this
area.
Note: The information below provides an overview of the Cambridge task requirements for 2015. Please
see Blackboard for WTP for specific information regarding the tasks and assessment requirements.
Activities related to the development of work in preparation for the certificate will be carried out at your
school, in WTP sessions and in your own study time.
The Cambridge Certificate for Teachers in Bilingual Education is designed to enable candidates to:
•
•
•
•
Demonstrate knowledge, understanding and skills for teaching and learning in a bilingual
educational context
Become more confident and effective in teaching in a bilingual education context
Engage with and try new ideas and approaches relevant within the bilingual education context
Develop as reflective practitioners enriched by working collaboratively with other professionals.
The Certificate comprises three units related to practice:
(1)
Understanding principles of teaching bilingual learners through an additional language
(2)
Teaching a lesson for bilingual learners with a focus on understanding content
(3)
skills
Teaching a lesson for bilingual learners with a focus on active learning and productive language
Each unit is set out in terms of its learning outcomes, key questions, assessment approach and evidence
requirements, and assessment criteria.




Each learning outcome specifies what a candidate is expected to know, understand and/or be able to
demonstrate after completing the process of learning in the unit.
The key questions in each unit show how professional learning can be focused.
The assessment approach and evidence requirements explain how candidates can show that they
have achieved the learning outcomes.
The assessment criteria are used by Cambridge examiners in their judgments on the quality of the
evidence presented. They specify what the candidate is expected to do to demonstrate that they
have achieved a learning outcome.
Assessment
Assessment is based on a portfolio of evidence of practice, learning and reflection of 3,600 words (with
additional work based records)examined by Cambridge. In their portfolio, each teacher demonstrates
their knowledge, skills and understanding in the context of their own work, from a variety of sources:
o
o
o
o
classroom practice and observations
materials that arise naturally out of the teaching process
feedback from colleagues, learners and others
the teacher’s own reflections on their practice.
Candidates use the CIE assignment template to respond to tasks set and to present relevant evidence.
ICLON submits assignments to CIE for external assessment, after ensuring that each assignment
conforms to CIE requirements.
Results
CIE will award Pass and Distinction grades for successful performance according to the assessment
criteria set out in section 4.3. As well as the overall grade, ICLON will receive feedback on the
performance of each candidate from CIE.
Deadline for submitting the DRAFT of your Cambridge Assignment is 16 March
2015.
Deadline for submitting the Cambridge Assignment is 30 March 2015.
Cambridge is rigidly strict to those candidates who fail this assignment.
Failing automatically implies re-submitting and thus having to re-pay !!!
Assignment 8: International Internship, 9 April - 10 May 2015
Introduction
As a WTP student you will do an international internship for approximately three weeks between April 9
and May 10, 2015. The length of international internship is minimum of two weeks. The length of your
international internship should at all times be approved by your placement school.
The internship will take place at a selected school, usually a school associated with Leiden university.
It is important for you as a WTP student to teach and live abroad, albeit for a relatively short period of
time, for a number of reasons. This unique experience will undoubtedly broaden your educational and
cultural horizons. Teaching and living in an international setting will help you gain a deeper
understanding of differences and similarities between the Dutch and an international educational
system; and also between international schools imbedded in countries and cultures (Dutch vs
Chinese/Indonesian, Canadian/other). This brief international internship may also shed more light on the
differences and similarities between Dutch and international pupils and their learning styles.
Aims
The aims of the international teaching practice are:
First, to get a deeper understanding of a different educational system. In our WTP seminars different
requirements of the international teacher have been discussed. In this international teaching practice
you are asked to compare your role as subject pedagogue (e.g. CLIL techniques), learning specialist (e.g.
third culture kids) and member of staff to those of a teacher in an international setting or in a ‘teaching
ex-pat’ community.
Second, the investigation of an international education system may shed a new light on your own
teaching practice. Being immersed in an international setting is intended to raise your awareness and
deepen your understanding of internationally different teaching, curricula, ideas about assessment and
learning styles and how to adjust your own teaching practice accordingly.
Third, to collect data for your WTP Research Project (see Assignment 9) for further details of this
project.
REQUIREMENTS INTERNATIONAL INTERNSHIP
WTP students will be asked to observe approximately 15 lessons during their internship (note: this
depends entirely on the local circumstances and opportunities). Also, you should participate in as many
of the school activities and talk to as many staff, pupils, parents as possible.
WTP students will be asked to teach approximately 10 lessons during their internship.
Where possible you should try to support and observe each other and give each other feedback.
You will collect data for your WTP Research Project.
Your international internship will be invaluable for a deeper understanding of the topics covered during
the WTP seminars. Focus on aspects such as CLIL methodology, class routines and atmosphere, pupil
behavior, assessment and placement of pupils, lesson materials (e.g. course books and materials),
questioning , etc. To become more aware of the different lenses through which school life and education
can be viewed and to develop cultural sensitivity, talk to as many students, teachers, members of staff
and parents as you can. What is the impact on education of cultural, religious, national/international
and ethnic backgrounds of students, teachers, staff and parents? How can this experience contribute to
your development as an internationally-minded, culturally aware teacher?
PREPARATION FOR THE INTERNATIONAL INTERNSHIP
To prepare yourself for the international internship, you need to organize your own flights and housing.
In addition, you will need to check vaccination programmes, passports, visa, etc. Some schools may
require you to show proof of “good behavior” e.g. with a formal document bewijs van goed gedrag.
PLAN WELL IN ADVANCE TO MAKE SURE YOU COMPLETE ALL REQUIREMENTS.
To make the most out of this international teaching experience, read up in advance on education in your
destination country, check out the website of your host school, learn about local culture and
(educational) politics, history, national holidays, national heroes, etc etc.
THE INTERNATIONAL INTERNSHIP REPORT
Prepare an artifact that will enable you to share what you learned and accomplished during your
internship at the school which welcomed you. Be creative – make a short documentary, keep a video
journal, make a photo essay, blog, etc. In WTP seminars 13 & 14 you will be asked to present what you
learnt to your peers (20 mins per pair).
Assignment 9: WTP Research Project
Introduction and objectives
It is important for academically educated teachers to have knowledge about how to conduct practicebased research so that they can use this to analyze and to further develop aspects of their teaching
practice and further enhance student learning. Moreover, research by teachers about teaching and
learning can be argued to be an invaluable addition to the conventional ways of doing education
research. The reason for this is that teachers develop a great amount of practical knowledge about their
practice and because they have first-hand access to information about teaching and learning (for more
inspiration see a recent blog by Iclon’s Prof. Wilfried Admiraal http://researchblog.iclon.nl/academicresearch-teachers-huge-research-capital/).
The WTP Research Project will teach you how to carry out and be involved with practice-based research
by allowing you to conduct a small-scale research project on a topic related to the WTP. You will learn
how to conceptualize and investigate this topic in a systematic way. You will collect (part of the) data for
your research during your international internship. We suggest that you work in pairs for this project.
Activities and deadlines
The following is an overview of the activities and deadlines related to the WTP Research Project.
Date
Activity / deadline
Tuesday 07-10-2014
Introduction to the WTP Research Project by Mandi Berry & Evelyn van Kampen
Tuesday 11-11-2014
Students present their abstracts for their intended WTP Research Project during
this session and receive peer feedback.
Monday 17-11-2014
Deadline for students to submit their WTP Research Project abstracts on
Blackboard.
Friday 05-12-2014
Deadline for students to submit their WTP Research Project grant form on
Blackboard.
Monday 09-02-2015
Students present their research plan for their WTP Research Project during this
session and receive peer feedback.
Monday 16-02-2015
Deadline for students to submit their research plan on Blackboard.
Monday 02-03-2015
Students present their research tools to be used for collecting data for their WTP
Research Project during this session and receive peer feedback.
Monday 09-03-2015
Deadline for students to submit their research tools and an up-to-date version of
their research plan on Blackboard.
April-May 2015
Students collect (part of their) data for their WTP Research Project during their
International Internship.
Monday 01-06-2015
Students present their WTP Research Project research findings during this
session.
Monday 22-06-2015
Deadline for students to submit the final written version of their WTP Research
Project.
Topics
We ask you to focus your WTP Research Project on one of the below topics.
(1) Subject specific CLIL competencies
This topic looks at the kind of knowledge that teachers need to have to teach their subject
through another language. What sorts of things do teachers need to know about the language of
their subject and how it is learnt in order to teach it to non-native English language learners?
What specific aspects of language must teachers of different subject areas be aware of?
(2) Characteristics of a CLIL/Bilingual Teacher
This topic investigates the additional requirements of teachers working in bilingual contexts,
beyond subject matter knowledge and knowledge of language, for example, knowledge of
cultural contexts, knowledge of how to interact with different kinds of learners, personal
qualities of open mindedness and tolerance, etc.. What is required of teachers and how do they
develop these characteristics?
(3) Differentiation in a bilingual/international classroom
Many different kinds of learners can be combined in an international/bilingual classroom (for
example, culture, level of language, intelligence, social need, etc. How do teachers identify the
individual needs of their students and how do they design and carry out lessons that pay
attention to these different needs?
(4) 3rd culture kids
Many students in international schools (and sometimes in TTO schools) have been raised in a
different culture/language than the language/culture of their schooling. These individuals are
unique in that they are trying to develop their personal and cultural identity as they live within
different cultural contexts. Third culture kids is the term used to label this group of individuals
(Barack Obama is one example.). What are some of the challenges and opportunities of being a
TCK?
(5) Forms of feedback in bilingual learning and assessment
Giving learners feedback on language and content without interrupting the communication is a
task of bilingual/CLIL teachers which presents considerable challenge. Teachers need to give
feedback on written and spoken language and have a range of strategies to support students’
learning needs for different kinds of tasks. What kinds of strategies do teachers use to give
feedback to learners and how do they choose when to use these in their classroom teaching?
(6) Internationalising the curriculum
Providing an international learning environment and curriculum that uses authentic contexts and
materials is an important emphasis in CLIL and international education. Different schools
approach the task of internationalisation in different ways, through projects with other schools,
cross curriculum projects, working with parents and local communities, etc. What are effective
ways in which schools can internationalise the curriculum?
Assessment
The final written version of your WTP Research Project will be assessed by making use of the rubric
Teacher Researcher (Vakdidaktisch onderzoeker). (see Blackboard> L& I 6 WTP>Research project)
Submit your WTP Research Project no later than June 22 2015
Please note:

At the Wolfert, there’s a group of teachers doing (action) research. If a match is possible
between their research-programs and the requirements of the ICLON / WTP, you could
consider linking up. For more information, please contact Alderik Visser.
Assignment 10 : WTP Final Evaluation Task (L & I 2)
The WTP Final Evaluation task enables you to demonstrate how much you have progressed this year as a
CLIL teacher. The aim of the WTP Final Evaluation task is to demonstrate your understanding of, interest
in and commitment to teaching in a bilingual and /or international environment.
Introduction to the task
As this final Evaluation Task completes ICLON WTP , you are supposed to focus on key issues of bilingual
and/or international teaching such as: activating prior knowledge, providing and processing lesson input,
encouraging output, active learning, effective questioning, assessment for learning, assessment of
learning, gifted and talented students etc.
Your WTP Final Evaluation Task should have the following structure:
1
Introduction
Choose a bilingual or international class in which you wish to do a certain project, organize for a
series of lessons, cover a certain topic extensively, etc.



Briefly explain why you have chosen this particular class.
Describe your relationship with this particular class and also briefly analyze your personal
interpersonal profile type, students’ interpersonal profile type and possible differences and or
comparisons between these two “types”. (Please, add and refer to QTI or VIL)
Indicate resolutions, rules of thumb or any other arrangements made with this class that are
important to understand the context in which you have ‘made’ this task.
2
Description of the Task (max 2 A4)
 State the content and language aims.
 Briefly explain why you have chosen these specific content and language aims.
 Describe the alignment between goals, activities and assessment processes and refer to lesson
plan(s) in the appendix to support your description.
 Briefly explain how you will motivate your students.
3
Evaluation (max. 3 A4)






Explain to what extent the learning goals have been met.
Explain what makes your response to this task a good example of a CLIL approach (see key issues
mentioned in the introduction to this task)
Include a summary of relevant feedback from colleagues, supervisor, mentor and/or subject
coach.
Include resolutions, rules of thumb, what you would do differently next time and why.
Reflect on your progress related to the roles of the teacher in bilingual and international
education (see p. 10-11).
Finally, identify in what way/s the WT Programme contributed to your development as a CLIL
teacher.
Deadline: 22 JUNE 2015. This task will be graded based on the rubric of the role of Professional.
Assignment 11: Praktijk 2
Introduction and aims
The purpose of this assignment is collect information about your learning and development as a teacher
through collecting feedback from a range of different sources, including yourself, your BOS or vakcoach
and your students. Based on this information together with the observations of your university
supervisor, a judgment about your progress will be made for end term (Praktijk 2).
Instructions
Return to your midterm evaluation task.
What resolutions did you make? What learning goals did you decide on?
Briefly describe your development since then, with reference to these resolutions and goals. (max 2 A4)
1. Score yourself on the Rubric Praktijk (See Blackboard> L & I 6 augustus 2014> L&I/Praktijk)
and briefly explain your scores in the space available.
2. Your BOS and/or vakcoach will share with you their scores and an observation sheet based
on one (or more) lesson visits.
Prepare yourself for the evaluation talk with them and your supervisor by reflecting on the
scores given in comparison to your self-evaluation.
At the start of the evaluation talk you will be ask to describe your development as a subject
matter/CLIL teacher in all roles and share your views on the scores.
Post all documents relating to this task in the Grade Centre > Praktijk 2
Assessment
On the basis of this assignment and his/her own observations the ICLON supervisor decides on a grade
in consultation with your BOS and/or subject coach for Schoolpractice/Praktijk 2 and discusses this
with you during you final evaluation talk.
Rubric scores and grades
Level
Praktijk 1
Praktijk2
1
5
5
1á2
6
5
2
7
6
2á3
8
7
3
9
8
3á4
10
9
4
10
10
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Appendix 1
Literatuur voor het tentamen: Kerninhouden Leren en Instructie 1
Kerninhouden Leren en Instructie 1 (augustus 2014)
Vetgedrukt staat in de laatste kolom de literatuur voor het tentamen. Kerninhouden en literatuur tussen vierkante
haken zijn optioneel, ter verdieping en/of komen na het tentamen aan bod. Pagina-, paragraafen
hoofdstuknummers zijn bij de boeken van Ebbens en van Teitler die van de laatste druk (resp. 2012 en 2013).
Tussen haakjes staan daar nummers in de vorige drukken achter als die verschillen.
Rol
Kerninhouden
Literatuur
Professional
Pr1
Model leren van succes (MLS)
De student begrijpt de didactiek van de opleiding en
kan ervaringen analyseren met behulp van MLS.
Reader: artikel Janssen, Veldman
& Tartwijk
Reader: artikel Mason
Pr2
Feedback
Reader: artikel Hattie & Timperly
De student kan verschillende soorten feedback
herkennen, benoemen [en toepassen en kan
beoordelen wanneer feedback effectief is en leidt tot
leren.]
Regisseur
R3
Ordeladder
De student kan een ordeladder maken met daarin
verschillende niveaus van ingrijpen (van non-verbaal
naar formeel straffen met gradaties ertussen) en de
gepastheid van een ingreep beoordelen.
[ook info in startreader]
Teitler: H.1
Ebbens: tienstappenplan voor
orde, p.183 e.v. (of p.152 e.v.)
Reader: artikel Tartwijk
[ook info in startreader]
R4
Non-verbaal gedrag
Reader: artikel Tartwijk
De student kan HIMAG [of LOOPGAAS] gebruiken om
non-verbaal gedrag te beschrijven en effecten op de
interactie te benoemen.
R5
Gedrag sturen
Teitler: H.5 (oude druk: H.4)
Reader: artikel Tartwijk
De student kan herkennen en de effecten benoemen
van: belangrijke en lastige problemen; straffen, belonen Teitler: H.14 (oude druk: H.13)
en negeren; directief en responsief reageren; omgaan
met impulsen; goochelen met aandacht.
R6
Model interpersoonlijk leraarsgedrag
De student kan gedrag, interactie en relatie analyseren
in termen van dit model en dit met concrete
voorbeelden onderbouwen.
Reader: artikel Tartwijk
Rol
Kerninhouden
Literatuur
Didacticus
D7
Didactisch model
Reader: artikel Janssen
Reader: artikel Biesta
Ebbens: H. 1 en 2
D8
Doelen / inhouden: taxonomie
D9
Lesgeven is een doelgerichte activiteit. Op basis van
doelen en beginsituatie van de leerlingen ontwerp je
onderwijs waarmee leerlingen de beoogde doelen
kunnen realiseren. De student heeft overzicht over dit
ontwerpproces en weet welke overwegingen een rol
spelen bij het maken van keuzes voor concrete
inhouden en werkvormen en voor de ordening, de
aansturing en de controle van onderwijsactiviteiten.
Leerdoelen hebben een inhouds- en gedragscomponent. Bij verschillende typen leerdoelen horen
verschillende typen leren en verschillende
vraagniveaus. De student kan leerdoelen indelen
volgens de gereviseerde taxonomie van Bloom.
Reader: artikel Janssen
Reader: link CITO blz. 29
Startreader: Nr. 22 Formuleren
van leerdoelen (SMART)
Ebbens: par. 1.2 (of bijlage 1)
Ebbens: par. 3.1
Doelen / inhouden: perspectieven
Reader: artikel Janssen
De student kan vijf verschillende onderwijsperspectieven onderscheiden, die ieder een andere visie hebben
op wat belangrijke soorten inhouden zijn en waarom
(behaviorisme; constructivisme; situationisme;
academisch rationalisme; personalisme)
D10
Beginsituatie en leeractiviteiten
Wat en hoe een leerling leert, is afhankelijk van de
beginsituatie (bijv. motivatie, voorkennis, (meta-)
cognitieve vaardigheden, leerstijl, intelligentie,
behoefte aan sturing) en van de leeractiviteiten. De
student kan de beginsituatie beschrijven, kent enkele
manieren om hier bij het ontwerpen van onderwijs
rekening mee te houden en kan leer- en doceeractiviteiten.in een les benoemen.
Reader: link Brophy over
motivatie
Ebbens: H.5 over MI
Rol
Kerninhouden
Literatuur
D11
Onderwijsleerproces: criteria
Ebbens:
par. 1.1 (of par. 1.2) over
sleutelbegrippen
fig.2.31 (of fig. 2.8) + de uitleg
over volledige instructie
H.3 over vragen stellen
H.4 over samenwerkend leren
Effectief onderwijs moet aan de volgende criteria
voldoen: doelgericht, voldoende leertijd, duidelijk,
aansluitend, uitdagend, informatieve feedback,
motiverend en veilig. De student kan deze criteria, de
zes sleutelbegrippen van Ebbens, de criteria bij het
stellen van vragen en het reageren op antwoorden en
de criteria voor samenwerkend leren met elkaar
vergelijken en benoemen aan welke criteria een les
(fragment) wel/niet voldoet en wat het effect daarvan
is.
D12
Onderwijsleerproces: hele-taak-eerst onderwijs
De student begrijpt hoe hele-taak-eerst-onderwijs een
manier kan zijn om deze criteria in samenhang en op
praktische wijze te realiseren.
D13
Onderwijsleerproces: basisvormen
Reader: link Brophy
Reader: artikel Janssen
Reader: artikel Merill
Reader: artikel Janssen
Reader: artikel Merill
Reader: artikel Janssen
Reader: link Bellard
De student kent de vier basisvormen van hele-taakeerst onderwijs (een directe instructie-, meester-gezel-,
Ebbens: p.48-49 (of p.20-21) over
begeleid ontdekkende en een adaptieve aanpak), kan
de kenmerken en de fasen van
deze vormen herkennen in een les(opzet) en kan een
alternatief lesontwerp bedenken om de les een andere het model directe instructie
basisvorm te geven.
D14
Onderwijsleerproces: de perspectieven
Reader: artikel Janssen
De student herkent de verschillende typen leerprocessen die vanuit elk van de vijf onderwijsperspectieven
worden benadrukt [leren door bekrachtiging, leren
door constructie, leren door imitatie, leren door
onderzoeken, leren door zelfonderzoek). Hele-taakeerst onderwijs biedt de mogelijkheid deze type
leerprocessen in het onderwijs organisch te verbinden.
D15
Onderwijsleerproces: controle/toetsing
Gedurende en na het onderwijs moet worden getoetst
in hoeverre de leerlingen de beoogde doelen hebben
gerealiseerd en als dit niet het geval is wat er voor nodig is om dit wel te bereiken. De student ziet het
verband tussen lesdoelen en toetsing, herkent
toetsmomenten in de les en kan ze zelf ook inbouwen
in een ontwerp en kent de betekenis van validiteit,
betrouwbaarheid en efficiëntie met betrekking tot
toetsing.
Reader: link CITO
Rol
Kerninhouden
Literatuur
D16
Praktische ontwerpaanpak voor uitdagend
vakonderwijs
Reader: artikel Janssen
Uitdagend vakonderwijs kan veelal worden ontworpen
door recombinatie en kleine aanpassingen van
onderdelen van bestaande lessen , bijv. uit een
leergang. De student kan met een betrekkelijk kleine
ingreep een standaard les met een leergang
‘ombouwen’ naar een hele-taak-eerst-les.
Pedagoog
P17
Ontwikkeling
P18
Pedagogisch klimaat
De student kan de ideeën over emotionele veiligheid
(Berne) en het CAR-model basisbehoeften (Deci& Ryan
/ Stevens) herkennen bij het analyseren van situaties
van anderen en zichzelf.
P19
Reader: artikel Westenberg over
hersenontwikkeling en puberteit
De student kent het infomatieverwerkingsmodel van
het geheugen, kan de hersenontwikkeling in de
puberteit/adolescentie en de gevolgen hiervan voor de
cognitieve en de psychosociale ontwikkeling
beschrijven, typische kenmerken van het gedrag van
adolescenten dat hierdoor wordt veroorzaakt in
verschillende stadia van hun ontwikkeling herkennen en
hier rekening mee houden.
Zelfstandigheid
De student kan verschillende fasen in zelfstandigheid
herkennen en toepassen en verschillende vormen van
docentgedrag bij zelfstandig werken herkennen en
beoordelen op effectiviteit / GIP-model
Teitler: par. 1.1 over orde en
emotionele veiligheid (o.a.
Berne)
Ebbens: 6.1 t/m 6.3 (of 6.1 en
6.2) over CARmodel
Reader: link Brophy
Teitler: p. 74-79 (of p.62-67) over
fasen, par. 3.2 over GIP-model
Ebbens: par. 2.4.4 en 2.4.5 (of
par. 2.3.4)