Name teacher/supervisor:            Jelle van der Leest
Period, duration:                              Module block 2/3
Study load:                                         Contact hours 24 / self-study 120

Contribution to the competences

1. Creating Power
2. Craftsmanship
3. Investigative and reflective ability
4. Ability to grow and innovate
5. Entrepreneurial and organizing ability
6. Communicative Ability
7. Ability to Collaborate

Short summary of the content
In this part, teaching is central and the following are discussed: transfer based on behavioral indicators, feedback (giving and receiving), making SMART goals, making personal learning goals, learning styles, multiple intelligences related to dance.
At the end of this period, the student can teach using (personal) SMART goals. The student is able to demonstrate the associated indicators (instruction, voice, attitude as a teacher, own example, guidance, individual and general corrections and evaluation).
The student can monitor his own development and, if necessary, adjust by means of. feedback and reflection.

Concrete learning objectives

  • The student is able to prepare a lesson in a methodical didactic manner using SMART learning objectives and with the behavioral indicators as a starting point
  • The student is able to prepare a lesson that is in line with the perception and interests of the target group
  • The student is able to teach the aforementioned prepared lesson to a group of learners
  • The student is able to critical reflection evaluate a given lesson and make adjustments/improvements if necessary and try it out next time
  • The student is able to write a paper based on teaching and using the 'practicing theory' and 'theorising practice' approach
  • The student can conduct research for a paper using relevant and current sources

Method(s) used

  • lectures
  • Self study
  • Writing an in-depth paper
  • Guidance in writing paper

Used study material (professional literature, cases, assignments, videos, etc.)

  • Bergman, V. Dance in coherence a flexible method, De Kunstconnectie, 2006
  • Delfos, Martine F. Bird's eye view of development, Child and adolescent development. Pearson, 2015
  • Kallenberg, T. and L. van der Grijspaarde Learning to teach in higher education  3rd edition Boom Lemma publishers, 2012
  • Preston-Dunlop, V. A Closer Look at Dancing International Theater Books and Festival, 2013
  • Stenvers, M. Dans in Samenhang 3rd edition LOKV, 2013
  • Vermunt, J. D. H. M. Learning styles and steering learning processes in higher education Towards process-oriented instruction in independent thinking 3rd edition Swets & Zeitlinger, 2010
  • Powerpoint presentations
  • Intrinsic motivation assignment
  • Sub-assignments for preparing a lesson
  • Start vision of teaching on the basis of an 'educational wall' assignment
  • Spider's web with teacher qualities assignment

Assessment method:
Final test: writing a paper. The assessment determines whether the course has been passed or not.

Assessment criteria:
1) 2,3,4,5
2) 2,3,4,5,6,7
3) 1,2,3,4,5,6
4) 1,2,3,4
5) 1,2
6) 1,2,3,4
7) 2,3,4