‘Building a coherent curriculum’ - UNAFORIS · Round Robin . In teams of 4, you take turns...
Transcript of ‘Building a coherent curriculum’ - UNAFORIS · Round Robin . In teams of 4, you take turns...
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‘Building a coherent curriculum’Sharing good practices, taking small steps to ‘future perfect’.
Presenters:Pieter Lievens – Mieke Bogaerts
[email protected]@kdg.be
Paris, Wednesday 28 June 201711h30W4.14
Room: Crick
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Plan for today
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1. Our degree SWE in a nutshell2. Coherence of your curriculum3. The curricular spiderweb4. 3 good practices5. More coherence in your curriculum6. Conclusion
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Karel de grote-University college
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Social Work Legal Aid
GeneralSocial WorkSocial care
43% 16% 13%
Social Cultural
Work
Art and Culture
Mediation
15% 13%
Social Work and
Human Resources
Social Work in Flanders
• Division of student is five main subjects of -degrees
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Our didactic model
• Conceptual= theories and Body of Knowledge• Practice= placement and practical skills• Integral Learning= integrating theory and practcie• Skills-training= communicative and reflexive
competencies
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1. Our degree SWE in a nutshell2. Coherence of your curriculum3. The curricular spiderweb4. 3 good practices5. More coherence in your curriculum6. Conclusion
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Assessing your current curriculum…
1. On a scale from 0 to 10, how coherent is
your curriculum?0 = no coherence
10 = maximum coherence
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On a scale from 0-->10how coherent is your curriculum?
Go to www.menti.comCode 33 11 35
or your PC
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Thinking about your curriculum and itscoherence…
2. What have you achieved already? What are the strenghts in your curriculum?
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Round Robin In teams of 4, you take turns responding orally
A gives 1 reason and turns on to B B gives 1 reason and turns on tot C - A writes down....
For 5 minutes
One person writes all the reasons down
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1. Our degree SWE in a nutshell2. Coherence of your curriculum3. The curricular spiderweb4. 3 good practices5. More coherence in your curriculum6. Conclusion
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Curriculumdesign?Ask questions about ….
SLO, Van den Acker, 2003
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The curricular spiderweb
SLO, Van den Acker, 2003
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4 different levels of a curriculum
Macro System, nation, society
Meso School, institution, program
Micro Classroom, group, lesson or serie of lessons
Nano Individual, personal
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SLO, Van den Acker, 2003
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Thinking about the Round Robin
1. Place the reasons on the web2. What stands out? What do you
see?3. What are your first prudent
conclusions?
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1. Our degree SWE in a nutshell2. Coherence of your curriculum3. The curricular spiderweb4. 3 good practices5. More coherence in your curriculum6. Conclusion
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Competence playing cards
Good practice 1
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SLO, Van den Acker, 2003
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Macro level
24-8-2017
Illustratie: Gemma Pauwels
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Flemish Qualification framework
VKS 6
- kennis en inzichten uit een specifiek domein kritisch evalueren en combineren
- handelen in complexe en gespecialiseerde contexten
- complexe gespecialiseerde vaardigheden toepassen, gelieerd aan onderzoeksuitkomsten
- functioneren met volledige autonomie en een ruime mate van initiatief
- relevante gegevens verzamelen en interpreteren en geselecteerde methodes en hulpmiddelen innovatief aanwenden om niet-vertrouwde complexe problemen op te lossen
- Medeverantwoordelijk-heid opnemen voor het bepalen van collectieve resultaten
24-8-2017
Decreet betreffende de kwalificatiestructuur (2009)
Knowledge
Skills
Knowledge and skills
Context
Autonomy
Responsibility
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DLR• For 11 degrees social work in Flanders• Validated by the ‘nvao’ in 2016• 14 learning outcomes • 5 roles
– Make personal contact and orient– Boost towards self-development – Insert social, methodological and legal expertise– Competence to connect with meso and macro– Work and develop as a professional
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Meso level
• Creating a new evaluation tool for placement• Competences and behavioral indicators• Derived from an HR instrument at KdG• A broad support after a long discussion
between the 5 specializations• Support on the key concepts and jargon
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SLO, Van den Acker, 2003
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Meso level
• Front office: – competences not learning outcomes– for students and our workfield
• Back office:– concordance tableDLR 1 2 3 ….. 12 13 14
1 X X
2 X X X … ….
… X X … ….
37 X
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31 competences
• A definition• behavioural indicators• 2 levels of functioning
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Competentie 1 – AuthenticiteitHet vermogen om trouw te blijven aan jezelf, om vanuit de eigen drijfveren en principes bewust te handelen en om congruent te zijnin denken en doen.
Je hebt aandacht voor je eigenwaarden, gevoelens, twijfels enbeperkingen.
Je bent duidelijk, klaar en expressief. Je streeft ernaardat anderen je ondubbelzinnig kunnen begrijpen.
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Authenticiteit
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VAN DLR’S* NAAR COMPETENTIESEmotionele ompetenties Authenticiteit,empathie,doorzettingsvermogen
Sociaal-communicatieve competenties
Intellectuele competenties
Taakgerichtecompetenties
Ontwikkelingsgerichtecompetenties
Ethischecompetenties
Bodyof Knowledge
Klantgerichtheid,mondelingeuitdrukkingsvaardigheid,schriftelijkeuitdrukkingsvaardigheid,actief luisteren, feedbackgevenenontvangen,omgaanmetdiversiteit,overtuigingskracht,samenwerken,organisatiesensitiviteit,netwerken
Analytischvermogen,probleemoplossendvermogen,oordeelsvorming,omgevingsbewustzijn,innovatiefdenken
Organisatievermogen,aanpassingsvermogen,kwaliteitsgerichtheid,evidencebasedhandelen
Openleerhouding,reflecteren,kennisdelingen-ontwikkeling,kritischeingesteldheid
Moreleoordeelsvorming,werkenaanempowerment,integriteit,maatschappelijkebetrokkenheid
BODYOFKNOWLEDGE*Domeinspecifiekeleerresultaten
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Actief luisteren
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Competentie 7– Actief luisteren
Het vermogen om anderen te begrijpen en een open dialoogte creëren. Het vermogen om via een gestructureerde maniervan luisteren en reageren belangrijke informatie uit mondelinge mededelingen en uit non-verbaal gedrag te halen.
Je luistert actief om tot een goed begrip van de boodschap te komen.
Je creëert een open dialoog doorje gepast af te stemmen op degesprekspartner.
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Reflecteren
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Competentie 24 – ReflecterenHet vermogen om zichzelf een spiegel voor te houden, terug te kijken op ervaringen en ervan te leren. De student krijgt hierdoor een bredere kijk op zijn persoonlijk functioneren, zijn beroepsmatig handelen en de (maatschappelijke) context waarin hij handelt.
Je reflecteert opje persoonlijk functioneren.
Je reflecteert opje methodisch enberoepsmatig handelen.
Je reflecteert opde professie in een maatschappelijke context.
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Maatschappelijke betrokkenheid
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Competentie 30 – Maatschappelijke betrokkenheidHet vermogen om kennis en vaardigheden te benutten en zo bij tedragen aan een betere wereld waarin een steeds groter aantalmensen een behoorlijk bestaan hebben.
Je informeert je grondig en engageert je voor situaties in het alledaagse waarin sociale omgang en verantwoordelijkheid voor elkaar aan de orde zijn.
Je maakt actief gebruik vanje kennis en vaardigheden. Jeparticipeert actief aan de lokale samenleving.
Je kan je over de toekomsteen gewenst beeld vormen en ontwikkelteen actieveburgerschapsstijl.
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SLO, Van den Acker, 2003
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Learning lines
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Learning lines
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Constructive alignment (Biggs)
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Evidence basedhandelen
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Analytischvermogen
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Kritische ingesteldheid
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Doing what works
Good practice 2
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SLO, Van den Acker, 2003
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From content to process
• Feeling of overlap and gaps in the content of different courses
• Low success rate among first year students– On assessment, they scored too low
• Too large groups in first year– aula-setting classes– with students in a passive role for two hours
• Focus on ‘good teaching’ in stead of ‘good content’.
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Conceptual Teachers team• Supporting each other on more effective teaching
– Creating a learning community• Finetuning and sharing initiatives for improving the
success-rate of students– Digital self learning packages– Filmed lectures and made available online– Seminars additional to classical lecturing– Exams for trial (exercise assessments)
• Talking and sharing about our core business– Mutually visiting lectures of two collegues
• Lifelong learning of the teacher, the nano-level
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Why are Teachersand Schools so Successful?
Not the home or parents .25
Not individualized instruction .22
Not the technology .22
Not accountability .22
Not class size .21
Not learning styles .17
Not the programs .18
Not the structure of schools or classes .10
Not many attributes of the students .08
Not summer school, length of school day or school year .07
Not repeating classes -.13
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Why are Teachersand Schools so successful?
The power of passion, and teachers’ collective expertise
1. Teachers, working together, as evaluators of their impact .93
2. The power of moving from what students know towards explicit success criteria
.77
3. Errors and trust are welcomed as opportunities to learn .72
4. Maximize feedback to teachers about their impact .72
5. Getting the proportions of surface to deep correct .71
6. The goldilocks principles of challenge, and deliberate practice to attain these challenges
.60
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Cost per pupil
Effe
ct S
ize
(mon
ths g
ain)
£00
8
£1000
Meta-cognitive
Peer tutoringEarly Years1-1 tuitionHomework
(Secondary)
After schoolTeaching assistants
Mentoring
Summer schools
AspirationsPerformance pay
Smaller classes
Ability grouping
Most promising for raising attainment
May be worth it
Small effects / high cost
Feedback
Phonics
Homework (Primary)
Collaborative learning Small gp
tuitionParental
involvement
Individualised learning
ICT
Behaviour interventions
Social/emotional learning
www.educationendowmentfoundation.org.uk/toolkit
Impact vs cost
Doing what works focus on:
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Experiences
• Using swivl• Peer-support
– team activities and meetings• Shared responsibility over students
– didactical strategies improve learning outcomes• Hands-on techniques and good practices
– Cold call, muddiest point, Maximize feedback, Meta-cognitive strategies (= raise students awareness of their own learning)
– Errors are welcomed as opportunities to learn
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Assessing the professional attitudeGood practice 3
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How can we assessa basic positive attitude?
In the evaluations of students, we notice that having aprofessional attitude is often a decisive criterion to succeed.
“The student has IT not”
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Competences needed for professional behavior as a Social Worker
Academic year 1 2 3
Normativeethical
competences
Social involvementand awareness
Moral judgement Integrity Social involvement
and awareness
Moral judgement Integrity Social involvement
and awareness Work on
empowermentEmotional
competences Authenticity Empathy
Authenticity Empathy
Authenticity Empathy
Development-oriented
competences
Open learning attitude Reflect
Open learning attitude Reflect Critical attitude
Open learning attitude Reflect Critical attitude
Cognitivecompetences
Problem solving ability
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Competences anda basic positive attitude
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A rubric
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SLO, Van den Acker, 2003
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Changing the curriculum for 2018
• Add a new line to our didactic model
Follow up of the academic recordOne supervisor for 3 yearsGrades, talents, choices…
• Portfolio
Collect evidence for the basic professional attitude Collected from diverse courses Assess competences over diverse courses
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1. Our degree SWE in a nutshell2. Coherence of your curriculum3. The curricular spiderweb4. 3 good practices5. More coherence in your curriculum6. Conclusion
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Your curriculumtaking one step forward
3. Imagine your institute would go one step higher in a coherent curriculum.
a. How would that look like?b. What is different from now?
c. What initiative do you have to take to get there
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What will be your next step?in one word
Go to www.menti.comCode 33 11 35
or your PC
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1. Our degree SWE in a nutshell2. Coherence of your curriculum3. The curricular spiderweb4. 3 good practices5. More coherence in your curriculum6. Conclusion