‘Building a coherent curriculum’ - UNAFORIS · 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

‘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

https://www.kdg.be/en/crossing-borders


mailto:[email protected]

mailto:[email protected]

EASSW conference: 2 of 63

Plan for today




1. Our degree SWE in a nutshell2. Coherence of your curriculum3. The curricular spiderweb4. 3 good practices5. More coherence in your curriculum6. Conclusion




Karel de grote-University college






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




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








Assessing your current curriculum…

1. On a scale from 0 to 10, how coherent is

your curriculum?0 = no coherence

10 = maximum coherence




On a scale from 0-->10how coherent is your curriculum?

Go to www.menti.comCode 33 11 35

or your PC



http://www.menti.com/


Thinking about your curriculum and itscoherence…

2. What have you achieved already? What are the strenghts in your curriculum?




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








Curriculumdesign?Ask questions about ….

SLO, Van den Acker, 2003




The curricular spiderweb





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








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?







Competence playing cards

Good practice 1








Macro level

24-8-2017

Illustratie: Gemma Pauwels



https://www.flickr.com/photos/gemmaweblog/7460201284/in/photostream/


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



http://data-onderwijs.vlaanderen.be/edulex/document.aspx?docid=14111#271074


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




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








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




31 competences

• A definition• behavioural indicators• 2 levels of functioning




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.




Authenticiteit

©R

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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




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.




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.




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.








Learning lines




Learning lines




Constructive alignment (Biggs)




Evidence basedhandelen

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Analytischvermogen

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Kritische ingesteldheid

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Doing what works

Good practice 2








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’.




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




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



https://www.youtube.com/watch?v=rzwJXUieD0U&t=2s



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






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:




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



Assessing the professional attitudeGood practice 3




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”




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




Competences anda basic positive attitude




A rubric








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








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




What will be your next step?in one word

Go to www.menti.comCode 33 11 35

or your PC



http://www.menti.com/





Documents

‘Building a coherent curriculum’ - UNAFORIS · 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