This information sheet indicates how the course will be organized at pandemic code level yellow and green.
If the colour codes change during the academic year to orange or red, modifications are possible, for example to the teaching and evaluation methods.

Course Code :2080ASEELB
Study domain:Instructional and educational
Location:Not at UA, but at CVO Crescendo Mechelen
Academic year:2020-2021
Semester:2nd semester
Sequentiality:
Contact hours:0
Credits:3
Study load (hours):84
Language of instruction:Dutch
Exam period:exam in the 2nd semester
Lecturer(s)Jozef Colpaert
Tom Smits
Elke Struyf
Jan T'Sas
Els Tanghe
Gytha Burman
Tania Van Passen
Eva Verlinden
Astrid Cerpentier

3. Course contents *

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:

Student guidance
- 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?