Bridges Courses 2018-2019 Bridges courses Course Creative skills in ECEC Semester Spring Credits 3 ECTS Profile Early childhood education/Preschool education / Primary education/Secondary education Practical information Lessons are compulsory, organised on Monday afternoons on campus Brusselsepoortstraat, lecturers Tom Ollieuz and Barbara Vandorpe Aims Identify fully with the roles, relived by oneself, to support credibility to preschool children Master techniques to direct class activities in a play full and relaxed atmosphere Develop ways of expression and use them in a functional way Be clearly present in a constructive way Be dynamic, enthusiastic and energetic Create an artistic-creative environment in which there is room for enjoying, and the individual perception of every child Be playful and intriguing Connect to the interests of preschool children Intertwine various musical languages in a functional way Acquire openness and get inspired by viewing and reflecting on a musical presentation and a musical fragments Stimulate own expertise through independent study: select content (sources); to process this information so it is usefull for one’s own professional activity Speak at the level of preschool children Cooperate constructively in group Content Creative skills for children: integrate creative vision and skills in a child oriented range of activities: develop and execute a creative happening for preschool children Educational activities Creative child oriented shows, workshops, practice moments to develop and design a creative happening for preschool children. Assessment The exam will be composed out of a creative show moment of about 10 tot 15 minutes for the older preschool childen whereby all creative languages are integrate. This will be without doubt a group activity.
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Bridges courses - Artevelde University of Applied SciencesEC 16: Students underpin the (social) relevance of movement education of preschool children. DA1: eagerness DA2: critical
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Bridges Courses 2018-2019
Bridges courses Course Creative skills in ECEC
Semester Spring
Credits 3 ECTS
Profile Early childhood education/Preschool education / Primary education/Secondary
education
Practical
information
Lessons are compulsory, organised on Monday afternoons on campus
Brusselsepoortstraat, lecturers Tom Ollieuz and Barbara Vandorpe
Aims Identify fully with the roles, relived by oneself, to support credibility to
preschool children
Master techniques to direct class activities in a play full and relaxed atmosphere
Develop ways of expression and use them in a functional way
Be clearly present in a constructive way
Be dynamic, enthusiastic and energetic
Create an artistic-creative environment in which there is room for enjoying, and
the individual perception of every child
Be playful and intriguing
Connect to the interests of preschool children
Intertwine various musical languages in a functional way
Acquire openness and get inspired by viewing and reflecting on a musical
presentation and a musical fragments
Stimulate own expertise through independent study: select content (sources);
to process this information so it is usefull for one’s own professional activity
Speak at the level of preschool children
Cooperate constructively in group
Content Creative skills for children: integrate creative vision and skills in a child oriented range of
activities: develop and execute a creative happening for preschool children
Educational
activities
Creative child oriented shows, workshops, practice moments to develop and design a
creative happening for preschool children.
Assessment The exam will be composed out of a creative show moment of about 10 tot 15 minutes
for the older preschool childen whereby all creative languages are integrate. This will be
Profile Early childhood education/Preschool education / Primary education/Secondary
education
Practical information Lessons are compulsory, organised on Thursday mornings on campus
Brusselsepoortstraat, lecturer Isabel Tallir
Aims The emphasis will be on: EC12 (exploration and research): Acquiring information based on literature, results or research and school culture. EC14 (cooperation): Cooperation in a constructive way with fellow students in function of task and presentation. EC5: Students detect the initial situation and adjust from a developmental perspective. EC5: Students observe and interpret individual differences in motor competences of preschool children. EC6: Students select developmental opportunities and aims based on guiding (policy) documents during the preparation of movement activities. EC 6: Students have sufficient knowledge and understanding of the motor development of preschool children. EC7: Students realize varied and rich movement activities during movement activities. EC7: Students realize movement integration in classroom activities. EC8: Students use sufficient and correct content-related background information during the preparation of movement activities. EC8: Students improve their didactical skills during movement activities and during movement integration in classroom activities. EC9: Students organise movement activities and movement in classroom activities functional and safely manner. EC 11: Students reflect on the movement related offer for preschool children. EC 15: Students make a critical assessment of (actual) literature related to preschool movement education. EC 15: Students generate ideas to stimulate learning in and through movement.
EC 16: Students underpin the (social) relevance of movement education of preschool children. DA1: eagerness DA2: critical attitude DA10: organisational skills
Content 1. Students obtain coordination skills at their own level
2. Students explore the possibilities of psychomotor exercises and movement
materials for preschool children
3. Students gain insight in advanced teaching strategies and teaching materials for
preschool movement education activities
4. Students explore the possibilities of outdoor play and of movement integration
in classroom activities in relation to movement education goals for preschool.
5. Students establish and take a critical position with regard to the aims and the
contents of movement education in preschool.
Educational activities Interactive lectures and tutorials
Assessment Group presentation of the group work + individual paper
Lessons are compulsory, organised on Friday mornings on campus Brusselsepoortstraat,
lecturer Geertrui Van den Berghe
Aims 1. Present in a comprehensible way one’s own (national) organisation of the educational system
2. Have some knowledge and understanding of the educational system in the Flemish Community
3. Have some knowledge and understanding of international assessments of learning outcomes and comparing educations
4. Find and use reliable and relevant comparative information on educational systems and teacher training programs in an European perspective
5. Work together in a respectful and constructive way with international students
6. Demonstrate a reflective approach on educational issues from an European perspective
7. Inform and learn about educational systems in Europe: structures, strengths and weak points…
8. Inform and learn about different views on educational paradigms, reform pedagogues
9. Participate in discussions on topics in (European) educational policy: 10. Formulate questions about topics in educational policy 11. Formulate arguments to support one’s opinion on a specific topic in
educational policy 12. reflect on norms, values, talents and intercultural competences in the
curriculum development
Content The Flemish educational system, different European educational systems,
Lessons are compulsory, organized on Friday afternoons on campus
Brusselsepoortstraat, lecturers Karen Ryckaert and Lore Van Acker
Aims To acknowledge every child/person, based on a well-founded and experienced view on (the idea of) inclusion, on a strong empathy and on an attitude of fundamental acceptance.
- To describe the concept of 'inclusion' in own words.
- To approach the concept of 'inclusion' in a critical way.
- To approach the concept of 'inclusion' in the broadest way.
- To describe the historical background of inclusion
- To relate inclusion to the concepts of diversity, integration, segregation, normalisation, emancipation and empowerment.
- To recognise, acknowledge and discuss prejudices in the proper working context.
- To have an empathic attitude towards people with specific needs and their environment.
- Not to discriminate anybody.
- To approach every situation with a fresh perspective.
- To have a democratic attitude.
To develop for every child/youngster the (specific) care needs, based on an open and respectful attitude. Hereby starting from ones own expertise, to co-operate with parents and other professionals as indispensable and complementary partners. To recognize different forms of co-operation with parents and colleagues.
- To understand why it's essential to have parents as complementary partners.
- To pass on relevant information to parents in a respectful way.
- To cooperate with parents in a constructive spirit.
- To contribute to the creation of a broad view on inclusion in co-operation with others.
- To report and communicate adequately and child-orientated.
- To judge yourself and your professional capacities correctly.
- To ask spontaneously for support from parents, colleagues and other disciplines when needed.
- To endorse the principles of action-oriented assessment.
Within an inclusive context, to adapt optimally the daily school and class life to the individual educational needs of children/youngsters.
- To understand the relations between inclusive education on micro, meso and macro level.
- To see different options for differentiation in a specific situation.
- To adapt a didactical environment to inclusive situations.
- To differentiate within every element of the didactical model, within an inclusive context.
- To pay attention to participation of children/youngsters with specific needs.
- To cooperate on the development of an inclusive school-atmosphere.
- To understand special educational needs in a continuum model.
General aims: state and clarify your opinion, listen to others, openness for the opinion of others, take responsibility, work together, ask for explanations, discuss with respect for each other’s viewpoints, and contribute to the positive atmosphere in the group.
Content - Including Samuel - movie
- Vision building - structure of inclusive education in different countries
- Curriculum differentiation – evidenced-based strategies and conceptual frameworks: e.g. STICORDI-measurements, co-teaching and Universal Design for Learning
- Mindsets
- Testimonies by (inter)national guest speakers related to special educational needs
Formats Group sessions
Assessmen
t
Oral group presentation on a case study + written group report and
Profile Early childhood education / Preschool education / Primary
education / Secondary education
Practical
information
Lessons are compulsory, organized on Wednesday afternoons on
campus Kattenberg.
Lecturer Lut De Jaegher has a master degree in applied economics and is currently working as lecturer in the education department for secondary education and as researcher for international projects at Arteveldehogeschool, Ghent. Her subjects are “Digital and social media literacy” in the department of computer science and “Intercultural communication and coaching” in the postgraduate programme “intercultural working and coaching”. She’s presentor at international congresses as ATEE (Europe) and NAPDS (United States) and involved in consultancy, trainings and guest lectures for the Life Long Learning department “Partners in Leren”. She coordinates internships in Nepal, where she yearly organizes teacher training conferences.
Content If you want to become an intercultural sensitive and aware
communicator as a teacher and as a human being, this course will
teach you the communication models and strategies you need and
also challenge you to exercise the theories with your peers. The
course consists of two successive parts and starts with learning,
experiencing and framing differences between cultures and people
from a static and system-theoretical approach. In the second part
of the course, using these frameworks, you get to know and use
strategies for cultural-sensitive communication. During exercises,
your intercultural competences are tightened and you use culture-
sensitive communication in challenging contexts. Step by step you
learn how to deal with differences in communication and opinions,
especially useful while teaching in multi diverse classes.
Formats The course will be a combination of lectures, cooperative sessions,
group and individual assignments, presentations and panel
discussions on various intercultural communication issues.
Assessment A digital portfolio using several communication formats.
An oral presentation of the conclusions of the peer and individual
Lessons are compulsory, organized on Monday mornings on campus
Kattenberg.
Lecturer Pedro De Bruyckere (PhD, 1974) is an educational scientist at Arteveldehogeschool, Ghent since 2001 and since 2018 postdoctoral researcher at Leiden University, The Netherlands. He co-wrote several books in Dutch in which he debunks popular myths on GenY and GenZ, education and pop culture. Pedro is an often asked public speaker, one of his strongest points is that he is funny in explaining serious stuff." In 2015 the book 'Urban Myths about Learning and Education" was published worldwide by Academic Press, a book that was listed in The Guardian as one of the 10 books every educator should read. This book was followed in 2018 by his second international published book: The Ingredients for Great Teaching.
Content In education it is key to understand the world children and
youngsters live in. In this course we take a closer look at youth and
youth culture based on the basis idea that everything is a remix.
Topics being discussed:
- history of youth culture
- different view on youth culture
- the importance of old and new media
- media literacy in education
- Urban youth
Formats The course consists of 5 four hour lessons that always will be divided in
two distinct blocks. The first 2 hours of every lesson will be an interactive
lecture on one or more of the course topics, the second block of 2 hours is
supported seminar work in which groups will work on long reads or
equivalents.
Assessment There will be an oral exam based on:
- 2 books you read from the reading list
- the classes
- the long reads that were produced during the seminars
Every Tuesday/Thursday/Friday in the period 23/04/19 – 10/05/19, attendance is
compulsory
Aims - Getting to know the Flemish secondary-school system (age group 12-16).
- Reflecting on the similarities and differences between one’s own and the Flemish educational system, the pedagogical and methodological approach together with supervisors, mentors, fellow trainees and pupils.
Content - Observing lessons and involvement in meetings and other activities with mentors, fellow trainees and pupils at a secondary school.
- Presenting one’s own culture to secondary-school pupils in an interactive way.
Education
al
activities
Four weeks of teaching practice, individual work on a portfolio with reflection and
observation tasks
Assessmen
t
The student makes a portfolio with reflection tasks. The feedback of the mentor is
Course Teaching Practice Secondary Education 2 or Community Service Learning
Semester Spring
Credits 3
Profile Early childhood education / Preschool education / Primary education/
Secondary education
Practical
informatio
n
Every Tuesday/Thursday/Friday in the period 23/04/19 – 10/05/19, attendance is
compulsory
Aims - Getting to know the Flemish secondary-school system (age group 12-16). Reflecting on the similarities and differences between one’s own and the Flemish educational system, the pedagogical and methodological approach together with supervisors, mentors, fellow trainees and pupils.
OR
- Getting to know the Flemish social structure and the organizations who are part of that field. The students train their communicative, social and intercultural skills.
Content - Observing lessons and involvement in meetings and other activities with mentors, fellow trainees and pupils at a secondary school.
- Presenting one’s own culture to secondary-school pupils in an interactive
way.
OR
- Students are placed in a social organization where they perform community service.
- They will observe, interact with and support the responsible care givers in these organizations.
Education
al
activities
Four weeks of teaching practice, individual work on a portfolio with reflection and
observation tasks
Assessmen
t
The student makes a portfolio with reflection tasks. The feedback of the mentor is