For the course we start, among other things, from experiences in the Orientation Internship. The student is offered basic learning content around three topics: student guidance, school in a super-diverse society and educational design and technology. The same topics will be further developed in following educational courses. All educational course units are designed in team-teaching: the curriculum and this specific course unit were developed together by the teachers involved and the lessons are taught by means of sequential team-teaching.
The concrete learning contents are:
- Domains of student guidance - Model of Integrated Care - The Care Continuum and actors in student guidance;
- Flemish regulations: M Decree, the new support model, Decree Student Guidance;
- Looking at student guidance from 3 perspectives;
- Relevant frameworks: Prevention pyramid, Universal Design for Learning UDL and reasonable adjustments, Activity oriented working (HGW), Recovery oriented and solution oriented working;
- Non-violent communication with students and parents;
- Looking beyond the label, and the legal framework of student guidance.
School in a super-diverse society
- What is super-diversity and how does it manifest itself in the Antwerp (school) context?
- Diversity competences and multiperspectivity
- Intersectionality, Theory of Scarcity and Structures Theory
- Non-violent communication
- Pillars of language-oriented vocational education:
- The invisible language curriculum in every subject
- Didactics of daily general to cognitive academic language use
- School language in schoolbook and instruction
Educational design and technology
- The range of educational technologies: which technologies are available to the teacher and how do we get a grip on them? What innovative pedagogical-didactical tools are there? How are they used? And how do they promote learning/teaching?
- The pedagogical-technological question: what are the reasons for using a certain educational technology?