Didactic frameworks for the physical contact moments

Because the physical contact moments will probably be very limited next year, didactic goals and educational activities will first be identified in which the physical presence has added value. These are activities that have a socialization function or in which group dynamics and interaction determine the learning process. They are also the most important activities for meaningful and effective education that should be reflected in every module and lesson plan, be it physical or online. The role of the teacher in these activities is that of coach, supervisor, trainer.

Because of these important functions, you can choose to make these activities compulsory or to include active participation in these activities in an assessment. Ideally, the urgency of these physical activities is communicated so well that obligation is not necessary.

These activities can also all be done online. If necessary, think carefully about which interaction you want to achieve (what is the didactic goal), and choose a method that best suits it.

  • Introduction and group formation. How a student starts his education is a great predictor of his success. Group formation and student involvement play a major role in this. Second-year students also often end up in new groups and the fourth-year students have just completed an internship and minor, which means that binding requires extra attention. The advice is to start each module with an “onboarding” week. This means that during the first week you will pay extra attention to getting to know each other personally, in addition to the introductory introductions. In addition, it is important to organize group-forming activities throughout the block (possibly by students themselves).
  • Deepening exercises in which an activating work form is central. These are in-depth exercises that mainly work through the interaction between students. Think of a discussion, working out a case together, an intervision, presentations, a quiz competition etc.
  • Moments of feedback and feed forward. Students learn a lot from giving and receiving (peer) feedback. To do this properly, a safe group is needed, within which you can practice and where mistakes can be made. Once this goes well and the group is used to it, you can choose to do some of the joint feedback moments online.
  • Training communication skills, for example, is often highly dependent on group dynamics and has a high socialization function.
  • Crucial tests that really cannot be taken differently and where the test form fits perfectly with the learning outcomes and the learning activities. Click here for more information about tests.