Pri­ma­ry Education

In Urban coaching and education we focus on following themes for the educational professional:

Diversattude

• The diversattude: the powerful way to work with diversity. 
•  The challenges and needs of pedagogical contexts to support professionals to enhance her/his diversattude.
•  Art-based and narrative methodes
•  Sense of being and belonging in pedagogical contexts

Multilingualism

•  Multilingualism as a resource in primary education

Dialogue in controversial themes

• framework and dialogue and communicational theories
• nature and incidence of controversial themes

Language of instruction: English.

• Characteristics of the urban city (ex. demografic aspects) with Brussels as case study
• The historical, economic, social and cultural development of Brussels
• The concept of Pedagogical Challenges
• Different cases out of the media, analysed through the perspective of Brussels (as urban context)

Language of instruction: English.

• Identity and identity development
• Child images (child in danger, child as danger, commercialised child, the child of our dreams, child as adult, child as a vehicle of rights…)
• Historical evolution of the leisure sector for children
• Pedagogicalization of childhood
• Medaclization of childhood
• Commercialization of childhood
• Sociology of childhood
• Contemporary tendency in childhood
• Basic concepts of pedagogy
• Research: Being in times of becoming

Language of instruction: English.

• Translanguaging: home languages as a didactical resource: theory and classroom practices
•  Multilingual language awareness: monolingual versus multilingual teacher beliefs and implications
• Language acquisition (mother tongue, second language) and language stimulation
•  Language awareness: theory and practices (early childhood, primary school)
• Language passport, talking about language and emotions

Language of instruction: English.

You will learn more about the didactical approach of the following topics:

• fractions and decimal numbers
• measure/calculate length, volume, ...
• STEM
• percentages
• geometry 
• differentiation
• ICT (Excel, scratch)

Language of instruction: English

Project Investigative Learning is a project in which you work under supervision in a project team on a practical assignment. You learn what it is like to work together in a team and to achieve goals. You investigate how you can apply the theory in practice.

The central question is how you can design a learning environment where active and inquisitive learning is addressed.

The assignment

• To organise an active learning day in which active learning and language activation are central, starting from the experience of language and leading to learning activities with an eye for diversity.
• In a small project team of about 6 students from the same study programme (Pre-Primary or Primary Education).
• For a small group of children
• For half a day
• Consisting of a learning day starting from an experiential activity (story) leading to various learning activities in which one can speak of inquisitive and active learning.
• A learning reflection as a substantive processing of the concept of "active learning";

ICT: a photo diary

• Photo editing software;
• Photo diary software;
• Strategies for documenting learning processes through photos;

LANGUAGE SKILLS

• Writing a story that gives rise to activities;
• Telling a story;

SUPPORTING KNOWLEDGE (knowledge test)

• Active learning is characterized by
  • An educational approach with a high degree of activity, closeness to reality, challenge, variety, initiative, atmosphere, inductive learning and inquiry-based learning;
  • A learning process that can be recognised by the learner through a high level of concentration, perseverance and determination, at the limit of one's own abilities, full of learning energy from a thorough exploration drive in the zone of immediate development;
  • A learning effect in which the pupils have fundamentally processed knowledge, have constructed knowledge themselves. We can speak of learning in a higher order;

ATTITUDES
Self, peer and teacher evaluation of attitudes.

Language of instruction: English.

Let’s simulate : You become part of a team of ‘school designers’ for schools in Brussel’.

In this module, you study international schoolsystems and get first-hand information of educational experts all over the world.
You explore the 6 dimensions of equity in education, to give all learners equal chances.
Apart from practical information about ‘how to start a school’, you will get examples of innovative schoolarchitecture and tips & tricks to design your own schoolbuilding and playgrounds.

In short : In small teams of international and Belgian students, you will do research, invest, be critical, select and compare information in order to design and present your ideal urban school for the capital. 

Language of instruction: English.

During the internship, the student takes the role of pedagogical coach (specific and adapted to the internship context).

The learning outcomes to be achieved are translated into personal internship objectives. Specific internship objectives must be achieved at the end the internship period. The internship goals are described in the internship manual.

The goals are assessed by observation, reflections and assessment interviews. Students writes a reflection report and portfolio during the internship period

Language of instruction: English.