PED159 Pupils academic, social and personal development and learning in a diverse classroom

The course is connected to the following study programs

• Master's 5-Year Programme in Teacher Education, level 1-7

Teaching language

Norwegian

Course contents

The course places the learning pupil at the center of attention. The main focus is on inclusion and adapted teaching for the individual pupil in a diverse classroom where each child has unique personal, social and cultural preconditions and abilities for learning, and is a part of the school community. The student shall develop a reflective and critical research perspective on the school’s activities and his/her own practice through education in scientific thought and through carrying out their own R&D project.

The subject in practice

Teachers and supervisors prepare tasks related to the challenges that pupil diversity may cause for teaching and learning, and which constitute the main area for the practical training.

Learning outcomes

Knowledge

Upon completion of the course the students

• Have knowledge about the school’s stake holders and how they contribute to securing a good childhood for the pupils

• Have knowledge about the Norwegian school in the light of Christian tradition, secularization, pluralism and fundamentalism

• Are familiar with central religions and their importance to pupils

• Have knowledge about the pupils’ cognitive, emotional, physical and social development

• Have knowledge about learning difficulties and adaption- and behavior challenges of children at level 1-7, and how they appear during the initial training and later

• Have knowledge about children mourning and in crises, child abuse and difficult circumstances of life that children may find themselves in

• Have knowledge about central principles that promote inclusive education and adapted teaching

• Have a broad knowledge about how collaboration competence and basic skills may contribute to increase learning

• Have knowledge about how practical, creative and aesthetical learning processes may influence health, well-being and learning

Skills

Upon completion of the course the students

• Are able to plan and implement systematic observation and analyze data from their observations

• Are able to apply professional terms and give reasons for their didactic choices of theory related to initial training, learning and teaching

• Are able to reflect upon, explain and discuss Norwegian and Sami school history, and the impact of the school in a democratic society and in a globalized world

• Are able to explain the relation between adapted teaching and special needs education

• Are able to reflect upon and apply R&D based knowledge to practice good classroom management and develop a safe and including learning environment for the pupils

• Are able to maintain a diversity of views of life in collaboration with pupils and parents

• Are able to collaborate with colleagues on planning, implementing and assessing teaching and learning

• Are, from an early stage in the study programme, able to apply knowledge about scientific theory and method in the design of an R&D project

General competence

Upon completion of the course the students

• Are able to plan, implement and assess teaching based on existing framework and current core curriculum

• Are able, on a reflective and academic basis, to be in dialogue with the pupil and the parents about the pupil’s learning and development

• Have knowledge about and are able to discuss didactical consequences, challenges and possibilities in a school characterized by linguistic, cultural and religious diversity

Examination requirements

The 70% attendance requirement must be met.

The work tasks (described in the semester plan and posted on Canvas) as well as

the practice period (100% attendance requirement) must be completed and passed.

Teaching methods

Lectures and seminars. Individual work and practical exercises at the seminars.

There is a 70% attendance requirement.

Further development of the students’ digital competence is central in the education.

The workload is estimated to 400 hours.

Evaluation

The study programme manager, in consultation with the student representative, decides the method of evaluation and whether the courses will have a midterm- or end of term evaluation, see also the Quality System, section 4.1. Information about evaluation method for the course will be posted on Canvas.

Assessment methods and criteria

3-day individual written home examination to be handed in digitally.