Primary teacher education grades 1-7

Transkript

1 NO EN Primary teacher education grades 1-7 All parents want the best teacher for their children. We therefore need skilled and responsible teachers who can give children the knowledge they require. Pedagogy and pupil knowledge are obligatory on the programme (60 ECTS), as well as Norwegian and mathematics (30 ECTS). Teaching practice is obligatory and tutored and this is assessed during the whole programme. Students choose a practical- esthetical specialisation (Music or Arts and Crafts) during the first study year. PRIMARY TEACHER EDUCATION GRADES 1-7, SESSION-BASED TEACHING ECTS Credits 240 Study level Programme of professional study Start semester Autumn 2016 Teaching language Norwegian Faculty Campus The Faculty of Education and Arts Bodø Application deadline 4/15/2016 Programme coordinator GISLE PETTERSEN Academic advisor Faggruppeleder Phone: gisle.i.pettersen@ JOB OPPORTUNITIES Teacher education 1st - 7th grade qualifies for working in primary school 1st - 7th grade.the programme's wide scope provides a good foundation for other professions as well. Teachers can also find employment opportunities in sch...ool administration, in the media and in various types of personnel and information career fields. FURTHER EDUCATION After the third study year has been successfully completed students can apply for the Master in Adaptive Education or other master study programmes depending on which subject combination they have in their bachelor degree.... ADMISSION REQUIREMENTS Page 1 of 64

2 Higher Education Entrance Qualification Language requirement View general admission information View specific application deadlinesrequired minimum grade of 3 in mathematics at further education level and Norwegian (14 hours per...week), and a minimum of 35 school points. Page 2 of 64

3 Programme overview 1ST STUDY YEAR OVERVIEW Autumn 2016 Pedagogy and pupil knowledge 1 (1/2) PED128L Norwegian Language (1/2) NO130L Mathematics grade 1-7: Numbers, algebra and geometry (1/2) MA138L Teaching practice grades 1-7; 1st year (1/2) PR111L 15 SP 15 SP 15 SP 0 SP Mandatory courses 120 ECTS Credits Elective courses 1 30 ECTS Credits Elective courses 2 30 ECTS Credits Elective courses 3; 60 ECTS 60 ECTS Credits Practice 0 ECTS Credits CHOOSE SPECIALISATION Food and Health for Teacher Education 1-7 Religion, Spirutial and Ethics for Teacher Education 1-7 Spring 2017 Pedagogy and pupil knowledge 1 (2/2) PED128L 15 SP Norwegian Language (2/2) NO130L 15 SP Mathematics grade 1-7: Numbers, algebra and geometry (2/2) MA138L 15 SP Teaching practice grades 1-7; 1st year (2/2) PR111L 0 SP Page 3 of 64

4 2ND STUDY YEAR Autumn 2017 Pedagogy and pupil knowledge 2 (1/2) PED121L 15 SP Mathematics grade 1-7: Functions, statistics and probability (1/2) MA131L 15 SP Norwegian Language (1/2) NO134L 15 SP Teaching practice grades 1-7; 2nd year (1/2) PR112L 0 SP CHOOSE SPECIALISATION Food and Health for Teacher Education 1-7 Religion, Spirutial and Ethics for Teacher Education 1-7 Spring 2018 Pedagogy and pupil knowledge 2 (2/2) PED121L 15 SP Mathematics grade 1-7: Functions, statistics and probability (2/2) MA131L 15 SP Norwegian Language (2/2) NO134L 15 SP Teaching practice grades 1-7; 2nd year (2/2) PR112L 0 SP Page 4 of 64

5 3RD STUDY YEAR Autumn 2018 Pedagogy and pupil knowledge 3 (1/2) PED122L 15 SP Pedagogy and pupil knowledge 4 (1/2) PED123L 15 SP CHOOSE SPECIALISATION Food and Health for Teacher Education 1-7 Religion, Spirutial and Ethics for Teacher Education 1-7 Spring 2019 Pedagogy and pupil knowledge 3 (2/2) PED122L 15 SP Pedagogy and pupil knowledge 4 (2/2) PED123L 15 SP Teaching practice grades 1-7; 3rd year PR113L 0 SP 4TH STUDY YEAR Autumn 2019 CHOOSE SPECIALISATION Specialization Specialization Specialization Specialization Spring 2020 Teaching practice grades 1-7; 4th year PR114L 0 SP Page 5 of 64

6 Study plan PROGRAMME DESCRIPTION The General Teacher Education, 1-7, is a full-time study programme in which the teaching of core subjects is largely concentrated on campus - Pedagogy and student knowledge (60 ECTS) Norwegian (30 ECTS) Mathematics (30 ECTS). The course is organized in different ways, including lectures / web lectures, assignment seminar / web seminar, discussion groups, counseling etc. The introduction of entrepreneurial and active learning and teaching methods are emphasized. Part of the education is compulsory, and excessive absence may prevent the candidate from taking the exam. Further information can be found in the individual course descriptions. Most elective subjects have a flexible form of organization based on physical sessions (approx. 6-8 weeks a year) at University of Nordland with web-based teaching and assignments in between. Specific information for each course is found in the individual course descriptions. Practical training is conducted at schools with which University of Nordland has an agreement. Compulsory subjects: pedagogy and student knowledge (60 ECTS), Mathematics (30 ECTS) and Norwegian (30 ECTS). Other guidelines: The program must include at least four subjects (with the exception of transfer to the master program after the third year) At least one of the elective subjects has to consist of 60 ECTS, and the other subjects at least of 30 ECTS One subject can in the fourth year be replaced by a school relevant subject of 30 ECTS In the transition to the master program after the third year, the first year of the master program replaces subjects in the fourth year Below are the optional subjects outlined, with some reservations (see "Regulations governing studies and examinations at the University of Nordland" 9.4 and 12). Elective 1 (60 ECTS): English, Science or Music Elective 2 (30 ECTS): Norwegian 2, Mathematics 2 or part 2 of Election 1 Elective 3 (60 ECTS): Religion, Physical education, Arts and crafts, or two subjects, election 3 and 4 (30 ECTS each): Religion, Physical education, Arts and crafts, Food and health or a school relevant subject Practical training is compulsory and must be supervised, evaluated and varied throughout the program. Page 6 of 64

7 LEARNING OUTCOMES This program qualifies teachers to pursue challenging and complex work in a society characterized by diversity and change. The learning outcomes are formulated based on the national qualifications framework. The candidate should have the following learning outcomes defined as knowledge, skills, and general competence, as a foundation for work in schools and further skills development. A newly qualified teacher should on successful completion of the programme: have professional and didactic skills in mathematics, Norwegian and other subjects, and knowledge about training for the youngest students in science and reading, writing and arithmetic have knowledge of working with pupils' basic skills in different areas: oral skills, reading, writing, numeracy and use of digital tools within and across disciplines can facilitate progress in the training of basic skills adapted to students at level 1-7 have knowledge of the overall training course, with emphasis on the transition from kindergarten to school and primary level to lower secondary level have knowledge of the school and the profession's uniqueness, history, development and place in society Knowledge: The candidate should on successful completion of the programme: have knowledge of the school and the profession's uniqueness, history, development and place in society have knowledge of the legal system, including the school's purpose, values, curriculum and pupils' different rights have knowledge of curriculum work and school as an organization have knowledge of children's and adolescents' learning, development and education in different social, multicultural and multilingual contexts have knowledge of classroom management and classroom environment and the development of good relations with and between students have knowledge of the importance of and requirements for good communication and good cooperation between school and home have knowledge of a wide repertoire of ways of working, learning resources and learning contexts and the relationship between goals, content, working methods, assessment and pupils qualifications have knowledge of children's and adolescents' environment, gender and identity work have knowledge of children in difficult situations and about children's rights in a national and international perspective have knowledge of national and international research and development relevant to the teaching profession Skills: The candidate on successful completion of the programme: can independently and in collaboration with others plan, implement and reflect on teaching in and across disciplines, based on research and experience-based knowledge can facilitate and lead good and creative learning environments can enable aesthetic expression, experience and understanding can adapt instruction to pupil's different abilities and talents, interests and socio-cultural background, motivate the desire to learn through clarifying learning goals and use various ways of working for their students to achieve the goals can assess and document pupils learning and development in relation to course objectives, provide feedback to promote learning and help students to assess their own learning understand the societal perspectives related to technology and media development (safe use, privacy, freedom of speech) and can help ensure that children and young people develop a reflective attitude to digital arenas can critically reflect on personal and school practice in the further development of the teacher's role and professional ethics master the Norwegian language, both spoken and written in both forms of Norwegian: Bokmål and Nynorsk, and can use language in a qualified way in the professional context can evaluate and use relevant research findings and implement systematic development may, in collaboration with parents and professional instances identify the needs of pupils and take appropriate action can facilitate the development of skills in entrepreneurship and for local labor, community and cultural involvement in education has a good understanding of global issues and sustainable development General competence: The candidate on successful completion of the programme should: be able to contribute to the professional learning community with a view to further development of good practice and a professional ethics platform be able to promote democracy, democratic participation and critical reflection adapted to the specific grade be able to contribute to strengthening the international and multicultural dimensions of the school's work and contribute to the understanding of the Sami people's status as an indigenous people be able to identify their own needs for learning and skills in relation to the teaching profession have expertise for change and development as the basis for meeting future school needs FURTHER EDUCATION After the third study year has been successfully completed students can apply for the Master in Adaptive Education or other master study programmes depending on which subject combination they have in their bachelor degree. 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8 STUDY ABROAD The 7th semester is an international semester in which students are encouraged to take a semester at one of our partner institutions abroad. COSTS Some costs to excursions and gear in addiotion to semester registration fee and syllabus literature could apply. See course descriptions. SPECIFIC ARRANGEMENTS FOR RECOGNITION OF PRIOR LEARNING Admission based on real life and work experience (formal, informal and non-formal prior learning) according to current Norwegian regulations. The grade requirement also applies to qualifications for applicants over 25 years old with documented real life and work experience. EXAMINATION REGULATIONS, ASSESSMENT AND GRADING The Norwegian system for grading and assessment using the letter grades A - F, in which A denotes the best/highest grade and F denotes "not passed". Work can also be assessed as "passed", "not passed", "approved" and "not approved". Refer to applicable legislation, rules and regulations ASSESSMENT METHODS Various forms of assessment are deployed in the study programme (see course description for each subject / course). Most courses use an examination with full grading (A-F). To ensure the quality of professional education it is required that the student has to pass all courses in the first year in order to start the autumn semester the third year. Students are not given priority to admission on the fourth year, until the courses from the second year are completed. Suitability assessment: University of Nordland is responsible for assessing whether student teachers are qualified for the teaching profession. Ongoing assessment takes place continuously throughout the program, and advice and guidance on necessary areas for improvement, or any advice to leave the educational program, should be given as early as possible. There are separate regulations for suitability assessment in teacher education (only in Norwegian). PROGRAMME EVALUATION The study programme is evaluated annually by students using course evaluation studies and by the programme director. The evaluations are included in the university's quality assurance system. QUALIFICATIONS REQUIREMENTS AND REGULATIONS Here we refer to Regulations pertaining to studies and exams at University of Nordland (UiN) under the University Rules and Regulations as well as local regulations and directives provided on the Norwegian student pages. The programme plan is based on the following regulations: National Curriculum Regulations for Differentiated Primary and Lower Secondary Teacher Education Programmes for Years 1-7 and Years 5-10, issued by The Ministry of Education National Guidelines for Differentiated Primary and Lower Secondary Teacher Education Programmes for Years 1-7 and Years 5-10 The Education Act (only in Norwegian) Current curriculum for primary schools Page 8 of 64

9 Subject descriptions (24) Pedagogy and pupil knowledge 1 PED128L The main focus in this subject is introduction to the teacher's role and the development of competence in being able to plan, carry out, and evaluate the work of teaching. This must build up from knowledge of the pupils' learning processes, individually and as a group, and on the meaning of social and cultural expectations. The teacher's actions in leading, stimulating, motivating the pupils so that they engage in the learning processes which create meaning, are central. It is equally important to develop the ability to reflect over choices and their reasons, and to be open to critical reflection in connection with the choices which are being made and have been made. Content, points of view in discussions, written work, practice and seminar are directed specially towards the stages 1-7. No costs except semester registration fee, syllabus literature and costs related to planned excursions and field work. PEDAGOGY AND PUPIL KNOWLEDGE 1 PED128L ECTS Credits 15 Level Course type Undergraduate degrees Compulsory Year of study Course location Faculty 1st study year Bodø The Faculty of Education and Arts BENTE TOVE FORSBAKK Course coordinator Universitetslektor Start semester Autumn 2016/spring 2017 Teaching language Application deadline Phone: bente.forsbakk@nord.no COURSE EVALUATION The study programme is evaluated annually by students by way of course evaluation studies (mid-term evaluation and final evaluation). These evaluations are included in the university's quality assurance system. Internal evaluation is carried out through student conversations, semester evaluation and regular meetings in which class student representatives and staff meet. Page 9 of 64

10 LEARNING OUTCOMES On successful completion of the course the student should: Knowledge: have a basic knowledge of the teacher's role have knowledge of the teacher's work, and its mandate from society have knowledge of the school's administrative statement and the challenges which are implied in realising the intentions have a basic knowledge of learning and learning processes, communication and group processes as a basis for the planning of teaching, and of basic abilities' meaning for all learning have insight into professional principles, and the dilemmas a teacher must tackle have a basic knowledge on class leadership, various forms of work and evaluation, and how teachers can build up a good and inclusive learning atmosphere, based on observation and knowledge of the pupils Skills: be able to plan, give reasons for, lead and evaluate teaching exercises at basic level, and adjust for differentiation and progress in training in connection with children's different expectations (adapted teaching) be able to explain and understand the connection between the didactic categories' content, aim, method of work, evaluation, pupils' expectations and limiting factors be able to give simple learning-corrected reports, according to differing forms of evaluation be able to take part in simple teaching-plan analysis be able to assess the value of teaching materials for basic abilities and the competence goals of LO6, both generally and in regard to the subject curriculum. General competence: have insight into how one forms relations with pupils, guides them and assesses for further study have an insight into how one can stimulate the pupils' zest for learning, perseverance in study, and the feeling of responsibility for their own work in this field be able to reflect critically over his/her own, and others' teaching, and use relevant research for a basis on which to develop or change pedagogical practice PREREQUISITIES Lectures are open, but initiation in and use of other ways of working such as role-play, different kinds of tasks and project-work, attendance at groups and seminars, tutorials, and teaching practice, are reserved to students who are engaged in junior school education. MODE OF DELIVERY Teacher-training is a professional workplace in which active participation and collaborative learning are central. All the semester-plans and scheduled activities in the PELprogramme are compulsory. In addition, the student has the responsibility of being ready for the set-time sessions of instruction. For students with special needs, absence due to illness or other welfare reasons have not been able to fulfil the compulsory participation; special arrangements can be made, after application and individual approval. Alternative schemes of work must combine to ensure that the learning outcomes in the course is completed. This possible alternative task, or studies, must done and approved before the final examination or exercise in the course. TEACHING ACTIVITIES AND METHODS Study is organised on a flexible model, where teaching and learning occur in many arenas. Participation is compulsory. 6-8 times a year there is session-based teaching on campus. Between these sessions, use is made of such learning management systems and on-line meetings, colloquium groups, seminars, practice or discussion forums. Guidance comes as a central part of the teaching and learning process. The content of instruction is connected in a great degree to practice. By making use of various ways of work in practice, on campus and online, where the students themselves must be active, setting and solving problems. The students will develop creativity and entrepreneurial abilities, competences and strengths, which are important for the ability to engage in the various aspects of the up-to-date role of the teacher, and to take part in the school's changing and developing work. Teaching/learning is a social process. The development of a professional- subject discernment presupposes participation in varied forms of work connected with professional matters. Emphasis will on the students participation in discussions, and ability to recognise and interpret what they learn. Collaborative learning is a goal in itself, and taking part is a necessary preliminary to the development of one's own competence. Reflection over theory and practice is vital for the development of professional competence in the work. The exchange of teaching requires that the students take an active part in the teaching/learning process, and set to and work with educational material for themselves. Page 10 of 64

11 RECOMMENDED OR REQUIRED READING Bergkastet, I og Andersen, S. (2013). Klasseledelse. Varme og tydelighet. Oslo: PEDLEX Norsk Skoleinformasjon, Hele boka 69s Bjørndal, C.,R.,P. (2012). Det vurderende øyet. 2.utg. Oslo: Gyldendal Akademisk Hele boka 144s Imsen, G.(2012). Lærerens verden. Innføring i generell didaktikk. 4.utg. Oslo: Universitetsforlaget Kap 1,2,3,4,5,7,8, 11,13,15 279s Imsen, G. (2014). Elevens verden. Innføring i pedagogisk psykologi. 5.utg. Oslo: Universitetsforlaget Kap 1,2,3,4,5,6,7 198s Lyngsnes, K. og Rismark, M. (2014). Didaktisk arbeid. 3.utg. Oslo: Gyldendal Akademisk eller evnt. den forrige utgaven (om dere har den): Lyngsnes, K. og Rismark, M. (2007). Didaktisk arbeid. 2.utg. Oslo: Gyldendal Akademisk Hele boka 198s Nordahl, T. (2013). Hva kjennetenger god klasseledelse? Lokalisert på Video 37 ½ min Postholm,M.B.,Haug,P.,Munthe,E. ogkrumsvik, R.J. (2011). Lærerarbeid for elevenes læring, 1-7. Kristiansand: Høyskoleforlaget (brukes av 1-7 stud.) Hele boka 247s Postholm,M.B.,Haug,P.,Munthe,E. og Krumsvik, R.J. (2011). Lærerarbeid for elevenes læring, Kristiansand: Høyskoleforlaget (brukes av 5-10 stud.) 251s Slemmen, T. (2014). Vurdering for læring i klasserommet. 2.utg. Oslo: Gyldendal Norsk Forlag Hele boka 179s Utdanningsdirektoratet (2012). Klasseledelse. Lokalisert på: Opplæringsloven, forskifter og LK06 (Kunnskapsløftet) RECOMMENDED PRIOR KNOWLEDGE None PROFESSIONAL PRACTICE Teaching practice is carried out in groups at practice schools with which the University in Nordland has an agreement, preferably in Nordland County See course descriptions for Teaching practice grades 1-7. ASSESSMENT AND EXAMINATIONS Home Examination, 5 Days (first instance 2015 autumn). Compulsory attendance, worth 0/100 of the grade (first instance 2015 autumn). Portofolio Assessment, worth 0/100 of the grade (first instance 2015 autumn). OVERLAPPING COURSES PED120L Teaching and Learning Knowledge 1-15 study points. Page 11 of 64

12 Norwegian Language NO130L In general Teacher Education the main subject is acquisition of Norwegian language, of Norwegian text culture and didactic theories related to Norwegian education. The Norwegian course in teacher education is especially oriented to research and profession. As a Norwegian teacher the student must possess knowledge of a variety of texts that can further presented. In the Norwegian subject, a special responsibility also exists to safeguard basic skills, the ability to express oneself verbally, to express oneself in writing and reading. An important basis for further education concerns motivation and mastery of reading and writing. The subject of Norwegian has a central role in language education of minority students, but also contributes to the development of cultural understanding maintaining the multi-cultural reality. For Sami pupils Norwegian in combination with the subject Sami language helps to form the basis for the development of the bilingual skills of pupils. No tuition costs. Semester registration fee. Expenses for purchase of non-fiction literature, fiction literature and compendia, as well as copying and printing of the picture book or other products related to the interdisciplinary project can be expected. In addition, students must pay for theatre, cinema and museum visits and excursions. NORWEGIAN LANGUAGE NO130L ECTS Credits 15 Level Course type Start semester Undergraduate degrees Compulsory Autumn 2016/spring 2017 Year of study Course location Faculty Teaching language Application deadline 1st study year Bodø The Faculty of Education and Arts EIRIN FURRE MOAN Course coordinator Universitetslektor Phone: eirin.f.moan@nord.no COURSE EVALUATION The study programme is evaluated annually by students by way of course evaluation studies (mid-term evaluation and final evaluation). These evaluations are included in the university's quality assurance system. Page 12 of 64

13 LEARNING OUTCOMES Upon successful completion of this course, the student will be able to: Knowledge: how children develop language and concepts orally and in writing multilingualism, multilingual practices and learning Norwegian as a second language the characteristics of oral, written and composite texts, fiction and non-fiction texts in various genres, and texts from old and new media central and relevant literary theory and literary didactic concepts and perspectives children's literature in various genres and a good understanding of how this literature has evolved over time literature from recent years targeting youth and adult readers the current curriculum of the Norwegian subject Skills: plan, implement and evaluate Norwegian education at various levels from 1st to 7th grade and give reasons for professional decisions evaluate and use different teaching methods in reading and writing and writing forming at the 5th -7th grade, for pupils with Norwegian as their first language and second language, for pupils writing Norwegian and pupils writing "new Norwegian" (Nynorsk). use different assessment methods in the study of Norwegian survey reading and writing skills, implement appropriate measures to adapt education and explore reading and writing difficulties facilitate and encourage students to diverse verbal use of the language use rhetorical skills working with verbal and written texts to ensure that students read different kinds of texts in both traditional and modern media, to develop reading and good reading strategies and be stimulated to further reading reflect on the text quality and the application and arrange for and conduct conversations about literature use the curriculum in the subject to formulate targets for Norwegian education and relevant assessment criteria consider different types of Norwegian academic learning tools based on criteria and in terms of learning outcomes for students use various digital tools in Norwegian education and create and evaluate digital complex texts stimulate the aesthetic sense of the students General competence: use good verbal language, and master writing in the Norwegian and New Norwegian language forms work with text and language in a multi-cultural classroom and develop language and cultural understanding use scientific knowledge for the purposes of critical and constructive reflection work independently and with others, with students, learning and development in the discipline and across disciplines PREREQUISITIES Acceptance into the teacher training program, or, for in-service teachers, completed teacher education. MODE OF DELIVERY Face -to-face and distance learning (on-line education). TEACHING ACTIVITIES AND METHODS Lectures, practice sessions, seminars, tutored assignment work for some tasks, practice, visits to for example the theatre, the cinema and museums, as well as excursions. RECOMMENDED OR REQUIRED READING Litterature will be approximate 1000 pages theory, in addition there will be texts of both fiction, non-fiction, student texts etc. Both bokmål and nynorsk shall be represented. Topics Langauge development Reading and writing Non-fiction Litterature for childeren and youth Norwegian didactics Langauge development, including multilingustics: (approx 300 p) Page 13 of 64

14 Tetzchner, Stephen Von m.fl. (1993) Barns språk. Ad Notam Gyldendal. (kapittel 1og 5 (56 p) Iversen, Harald M.I., Harald Otnes, Marit S. Solem (2011): Grammatikken i bruk. Cappelen Damm Akademisk. (ca 150s) Høigård, Anne (2006): Barns språkutvikling. Universitetsforlaget (ca 50 p). Kibsgaard, Sonja og Olaf Husby: Norsk som andrespråk (2009). Universitetsforlaget (ca 200p) Reading, writing and didactics (ca 250 s.) Roe, Astrid (2008): Lesedidaktikk - etter den første leseopplæringen. Universitetsforlaget (200s). Kompendium om skriving og skrivedidaktikk (ca 50 s). Non-fiction (ca 100 s) Kalleberg, Kirsten og Astrid E Kleivstad (2010): Sakprosa i skolen. LNU/Fagbokforlaget. (Ca 100 s) (resten av boka legges opp som tekstbase) Childeren and youth litterature (ca 250s) Mjør, Ingeborg, Tone Birkeland og Gunvor Risa (2006): Barnelitteratur. LNU (range ca 200 p). Et utvalg teoriartikler (ca 50 s) Informasjon i Undervisningsplan Norskdidaktikk: (ca 100 s) Karsrud, Fridunn (2010): Muntlige tekster i skolen. Cappelen akademisk. (ca 100 av 170 s). Text data base De understrekede titlene betegner vanlige bøker som hele klassen leser. I tillegg velger studentene titler individuelt blant de andre bøkene som er satt opp (de som ikke er understreket) Barne- og ungdomslitteratur (til sammen 14 bøker/verk, 1 film pluss tegneserier). Begge målformer skal være representert. Den siste vinneren av Brageprisen innenfor barne- og ungdomslitteratur og billedbok (1 stk.) Komplekse tekster: bildebøker, tegneserier, film og så videre Bildebøker: (6, begge de norske språkformer må være representert): Sammensatte tekster: billedbøker, tegneserier, film og lignende. Billedbøker: (6 stk, begge målformer skal være representerte): Bjugn, Sissel, og Fam Ekman (1992): Jente i bitar. Det Norske Samlaget. Fosse, Jon og Øyvind Torseter (2009): Spelejenta. Det Norske Samlaget. Hole, Stian (2008): Garmanns gate. Cappelen. Hovland, Henrik og Torill Kove: Johannes Jensen føler seg annerledes eller Johannes Jensen og kjærligheten. Cappelen Damm. Kleiva, Rønnaug Ikkje gløym å klappe katta. Det Norske Samlaget. Pedersen, Alice (2007): Idjastállu. (flerspråklig, nordsamisk-bokmål). Skániid Girjie. Solberg, Lisa Aisato N'jie (2008): Mine to oldemødre. Gyldendal. Vesaas, Tarjei og Kverneland, Steffen (ill.) (1998): Ein motig maur. Det Norske Samlaget En av årets billedbøker Film (minst 1 norskprodusert film, velg blant disse: Nils Gaup: Veiviseren (1987) eller Kautokeinoopprøret (2008) Grete Salomonsen: Yohan - Barnevandreren (2010) Dag Alveberg: Svein og rotta (2006) Arild Fröhlich: Pitbullterje (2005) Tegneserie eller tegneserieroman(1-3), for eksempel to av disse: Hindenori, Kumai og Kozumi Shinozawa (ill) (2008): Manga Messias. Hermon. Jansson, Tove (2010 (eller tidligere)): Mummi. Cappelen Damm Madsen, Peter: Valhall. Egmont Serieforlag. Salmson, Jo og Åsa Ekström (2010): Drageriddere. Tam tiggergutten. Cappelen Damm. Svingen, Arne og Noguchi, Mikael (2007): Dager jeg har glemt N. W. Damm og Søn. Tegneserier fra Nynorsksenteret ( Nyere tekstbøker (4, begge målformer må være representert) Ambjørnsen, Ingvar (1998): Arven etter onkel Rin-Tin-Tei eller en annen av bøkene i Fjordgløttmysteriene. Cappelen. Belsvik, Rune (2008) Tjuven. Cappelen Damm. Djupvik, Laura: Hundre appelsinar og ein fiolin (2007). Det Norske Samlaget Eeg, Harald Rosenløw (2008): Alt annet enn pensum. Aschehoug. Eriksen, Endre Lund: Pitbull-Terje blir ond. Aschehoug. Nilsson, Per (2008): The return of hjertets fryd. Cappelen. Ewo, Jon (2009): 17 bud for et grenseløst lykkelig liv. Omnipax. Gaarder, Jostein [2005]. Kabalmysteriet eller Julemysteriet. Aschehoug. Hansen, Atle (2009): Den svarte oksen. Det Norske Samlaget. Hagerup, Klaus: Markus og Diana eller ei anna bok av forfatteren. Aschehoug. Henmo, Sverre (2008): Natt på Frognerbadet. Gyldendal Jansson, Tove. Det usynlige barnet og andre fortellinger eller Trollvinter Aschehoug. Kjeldset, Tania (2010): Juli. Cappelen Damm. Linde, Heidi (2009): Sug. Gyldendal Loe, Erlend (2008): Kurtby. Cappelen Damm. Page 14 of 64

15 Lunde, Stein Erik (2007): Et dårlig år. Gyldendal Münch, Anette (2009): Jenteloven. Cappelen Damm. Mæhle, Lars: (2009) Landet under isen Det Norske Samlaget. Parr, Maria: (2009)Tonje Glimmerdal Det Norske Samlaget Røssland, Ingelin (2007): Handgranateple. Det Norske Samlaget. Sortland, Bjørn (2008): Alle har eit sultent hjerte. Aschehoug. Sund, Torvald (2010): Dans stille før stormen. Det Norske Samlaget. Sunne, Linn T. (2007). Happy eller Blå blondie, Det norske Samlaget. Trohaug, Ragnfrid. (2004). Landet alltid raudt, Det Norske Samlaget. Torkildsen, Terje (2009): Dystopia. Det Norske Samlaget. Vindenes, Eivor (2009): Alt kan reparerast. Ei slags julehistorie. Det Norske Samlaget. Serielitteratur (1 av disse) Eliassen, Ruben Circus (Serie: Mare), Gyldendal. Kaaberbøl, Lene Skammarens dotter. (Serie: Skammarserien). Det Norske Samlaget. Meyer, Stephanie Evighetens kyss. Gyldendal. Strøm, Johan Arnt: Ei av bøkene i Knut-serien. Blaasværs forlag Eldre litteratur for barn og unge (2 av disse) Aanrud, Hans Sidsel Sidserk (eller en nyere utgave, f.eks. Bokklubbens Barn) Austrem, Liv Marie Det er ikkje di skyld, Hanne. Samlaget Bjugn, Sissel Bill og Ei Til. Samlaget Hagbrink, Bodil Heime på vidda. Bokklubbens barn Per Sivle: (1887/1993) Soger. (Klassikarserien for barn). Samlaget. Hopp, Zinken. (1948) Trollkrittet. Vigmostad & Bjørke. Jørgen Moe: I Brønden og i Tjernet (1877)(nettbok, se: Løland, Rasmus [6. utgave]: Kvitebjørnen. Samlaget. Rune Belsvik (1979): Ingen drittunge lenger. Aschehoug. Sande, Hans. (1984): Plommetreet, Gyldendal Norsk forlag. Vestly, Anne Cath. Ei av bøkene hennes. Gyldendal. Faktabøker (1av disse): Bringsværd, Tor Åge, Roger Phil og Eilert Sundt (2008): Jentekraft. Galrof forlag Bringsværd, Tor Åge: Griseprat (2007) Dinamo forlag Vold og Kaldestad (2008): Drivkrafta bak teksten. Samlaget Stokke, Regine (2010): Regines bok Gyldendal. Thor Heyerdal (2007): Kon-Tiki ekspedisjonen. Gyldendal Hessen, Dag (2009): Livet - en kort reise gjennom 4 milliarder år. Cappelen Dam. Sakprosa Kalleberg, Kirsten og Astrid E Kleivstad (2010): Sakprosa i skolen. LNU/Fagbokforlaget. (Ca 100 sider) (denne boka legges også opp under teoridelen.) Anbefalt: Magerø, Eva og Elise Tønnesen (red) (2006) Å lese i alle fag. Universitetsforlaget. Anmarkrud, Øistein og Vigdis Refsahl (2010) Gode lesestrategier på mellomtrinnet. Cappelen akademisk. Salen, Gerd B. (2003) Lese- og skriveopplæring i grunnskolen (Universitetsforlaget) Lorentzen, Rutt Trøite og Jon Smidt (2007) (red): Å skrive i alle fag. Universitetsforlaget Bjorvand, Agnes-Margrethe og Slettan, Svein (red.) (2004): Barneboklesninger. Norsk samtidslitteratur for barn og unge. LNU / Fagbokforlaget Birkeland, Tone og Frøydis Storaas: Den norske biletboka. LNU/Cappelen 1998 (or another edition) Satrapi, Marjane: Persepolis, the story of a childhood (2004) Pantheon RECOMMENDED PRIOR KNOWLEDGE Not applicable PROFESSIONAL PRACTICE See program description. Page 15 of 64

16 ASSESSMENT AND EXAMINATIONS Written school exam, 6 Hours (first instance 2015 autumn). Portfolio, worth 0/100 of the grade (first instance 2015 autumn). Compulsory attendance, worth 0/100 of the grade (first instance 2015 autumn). OVERLAPPING COURSES NO120L-001 Norwegian Language, portfolio - 15 study points. NO120L-002 Norwegian Language, supervised written exam - 12 study points. Page 16 of 64

17 Mathematics grade 1-7: Numbers, algebra and geometry MA138L The concept of number Arithmetics Algebra Mathematics education topics: both general theories in mathematics education and theories about arithmetics and algebra In addition to semester fee and compulsory reading literature, costs for relevant equipment for online learning: internet access, headset and web camera. MATHEMATICS GRADE 1-7: NUMBERS, ALGEBRA AND GEOMETRY MA138L ECTS Credits 15 Level Course type Start semester Undergraduate degrees Compulsory Autumn 2016/spring 2017 Year of study Course location Faculty Teaching language Application deadline 1st study year Bodø The Faculty of Education and Arts DAG OSKAR MADSEN Course coordinator Førsteamanuensis Phone: COURSE EVALUATION The study programme is evaluated annually by students by way of course evaluation studies (mid-term evaluation and final evaluation). These evaluations are included in the university's quality assurance system. LEARNING OUTCOMES On successful completion of the course the student should: Knowledge: have thorough competencies about teaching the mathematics that pupils in grade 1-7 are learning, especially number sense, arithmetics and the transition from arithmetics to algebra have knowledge about algebra and can connect this knowledge to the learning in grade 1-7 have knowledge about the role of language in learning mathematics have knowledge about common interaction patterns and communication in mathematics teacing have knowledge about oral expression, reading, writing and using digital tools in mathematics have knowledge about the importance of semiotic representations in mathematics, and the challenges of switching between representation forms have knowledge about the historical development of mathematics, especially the development of the number concept and number systems Skills: hav good practical skills in oral and written communication in mathematics, and competencies in promoting such skills in pupils be able to work to promote pupils' wondering, creativity and skills to work systematically with inquiry activities, arguments and proofs be able to use assessment tests and different observation and evaluations to adapt the teacing to the different needs of pupils be able to analyse and evalutate pupils' thinking, arguments and solutions from different perspectives on knowledge and learning General competence: understand the role of mathematics as a general education subject and its interplay with culture, philosophy and societal development understand the role of mathematics in other subjects and in society understand the role of mathematics for participation in a democratic society Page 17 of 64

18 PREREQUISITIES Acceptance into the teacher training program, or, for in-service teachers, completed teacher education required. MODE OF DELIVERY Session-based teaching and online. TEACHING ACTIVITIES AND METHODS Learning activities: group work where the students work without teacher, and seminars with teacher. RECOMMENDED OR REQUIRED READING Could be amended. Books Fosnot, C. T., Dolk, M. (2002). Constructing fractions, decimals and percents. Portsmouth, Heinemann Grevholm, B. (red) (2013). Matematikkundervisning 1-7. Cappelen Damm Akademiske kap. 1,2,4,5 og 10 (ca 113 s). Resten av boka blir brukt i andre del av kurset. McIntosh, A. (2007). Alle Teller - Kartlegging i tallforståelse. Ostad, S. A. (2008). Strategier, strategiobservasjon og strategiopplæring : med fokus på elever med matematikkvansker. Trondheim: Læreboka forl. From the internet: Fauskanger et al. Hva må læreren kunne? Simon Spurkland: Spillrevolusjonen er her - ta den i bruk. Tangenten 1/2010, hele bladet lastes ned i pdf. Tema i heftet er Konkretisering: Pensum er disse tre artiklene: Geir Martinussen, Bjørn Smestad: Multiplikasjon og divisjon av brøk Odd Tore Kaufmann: Bruk av konkreter Frode Olav Haara: Praktiske aktiviteter i matematikkundervisning - ikke noen lek Becker og Rivera, artikkel om numerisk og figurativ forståelse av figurtall. GeoGebra - gratis dynamisk matematikkprogram til skolebruk. Oppdateringer av programmet foregår fortløpende, så manualer og opplæringshefter vil være tilgjengelige på RECOMMENDED PRIOR KNOWLEDGE None PROFESSIONAL PRACTICE See program description. ASSESSMENT AND EXAMINATIONS Written examinatioon, 5 Hours (first instance 2016 autumn). Written examination - national midterm, 4 Hours. Worth 0/100 of the grade (first instance 2015 autumn). Portfolio, worth 0/100 of the grade (first instance 2016 autumn). Compulsory attendance, worth 0/100 of the grade (first instance 2016 autumn). Page 18 of 64

19 Pedagogy and pupil knowledge 2 PED121L The learning pupil is at the centre. The course mainly focuses on enabling learning processes in such a way that the school community takes care of pupil diversity and each individual pupil, with his/her unique and individual preconditions for learning. Approaches in discussions, written work, practice and seminar angled specifically towards grade 1-7. No costs except semester registration fee, syllabus literature and costs related to planned excursions and field work. PEDAGOGY AND PUPIL KNOWLEDGE 2 PED121L ECTS Credits 15 Level Course type Undergraduate degrees Compulsory Year of study Course location Faculty 2nd study year Bodø The Faculty of Education and Arts BENTE TOVE FORSBAKK Course coordinator Universitetslektor Start semester Autumn 2017/spring 2018 Teaching language Application deadline Phone: bente.forsbakk@nord.no COURSE EVALUATION The study programme is evaluated annually by students by way of course evaluation studies (mid-term evaluation and final evaluation). These evaluations are included in the university's quality assurance system. Page 19 of 64

20 LEARNING OUTCOMES On successful completion of the course the student should: Knowledge: have a basic insight into how motivation can encourage learning have knowledge of the many sides in a child's adolescence; development and learning in different social, cultural/multicultural and religious contexts have knowledge of the child in situations of exposed adolescence - mishandling, oppression, lack of care, bullying and learning in different crisis situations - what the responsibility of the individual teacher, and school, is in such situations have knowledge of what may be indications of neglect, oppression or bullying, and know how one can tackle such problems from the school's side have knowledge of the child as a beginner in school, and of a child's speech and development of understanding, as a basis for extending the basic abilities have knowledge of the basis abilities as groundwork for the pupil's development of learning strategies and metacognitive understanding know about the challenges and the possibilities that attend the planning for children with special needs in difficult situations have insight into how the similarities and differences in boys' and girls' conditions of development, and the consequences for the work of teaching at junior level have knowledge of the influence of the media, and of children's active use of various media have knowledge of the main national and international laws and rights which bear on the bringing up of children Skills: be able to arrange for special teaching in an inclusive learning group, starting from the knowledge of the child s development and learning be able to organize learning by building a good learning enviroment with learning-friendly group processes, based on knowledge of the pupils' relationships, communication and exchanges be able to set up and carry through progress charting, learner-related reporting back, and making assessments of learning face to face with pupils and their parents be able to assess and analyse the benefits of learning, on the grounds of knowledge of pupils' differences, learning strategies, social and cultural background and identity be able to take part in the analysis of popular culture's media expression in connection with the child's development of identity General competence: have a conscious awareness of his/her own abilities for relationship building and capacity for dialogue in meetings with pupils have an awareness of his/her personal and professional worth, as a basis for the development of a pedagogical ground in his/her role as teacher have a broad subject-competence about the pupils' learning and development, so that the/she on a thoughtful and positive basis can have conversations with pupils and parents concerning the pupils' subject knowledge, personal and social education and progress have insight into and understanding of the school's structures in relation to the pupils' educational benefit PREREQUISITIES Lectures are open for everyone to attend, whereas various working methods such as role play, various forms of task and project work, group and seminar activity and supervision, as well as participation in workshop and practice training are all reserved for students admitted to the elementary school study programmes grade 1-7. Practice teachers employed in various special study situations can follow the teaching in chosen topics. MODE OF DELIVERY Teacher-training is a professional workplace in which active participation and collaborative learning are central. All the semester-plans and scheduled activities in the PELprogramme are compulsory. In addition, the student has the responsibility of being ready for the set-time sessions of instruction. For students with special needs, absence due to illness or other welfare reasons have not been able to fulfil the compulsory participation; special arrangements can be made, after application and individual approval. Alternative schemes of work must combine to ensure that the learning outcomes in the course is completed. This possible alternative task, or studies, must done and approved before the final examination or exercise in the course. Page 20 of 64

21 TEACHING ACTIVITIES AND METHODS Study is organised on a flexible model, where teaching and learning occur in many arenas. Participation is compulsory. 6-8 times a year there is session-based teaching on campus. Between these sessions, use is made of such learning management systems and on-line meetings, colloquium groups, seminars, practice or discussion forums. Guidance comes as a central part of the teaching and learning process. The content of instruction is connected in a great degree to practice. By making use of various ways of work in practice, on campus and online, where the students themselves must be active, setting and solving problems. The students will develop creativity and entrepreneurial abilities, competences and strengths, which are important for the ability to engage in the various aspects of the up-to-date role of the teacher, and to take part in the school's changing and developing work. Teaching/learning is a social process. The development of a professional- subject discernment presupposes participation in varied forms of work connected with professional matters. Emphasis will on the students' participation in discussions, and ability to recognise and interpret what they learn. Collaborative learning is a goal in itself, and taking part is a necessary preliminary to the development of one's own competence. Reflection over theory and practice is vital for the development of professional competence in the work. The exchange of teaching requires that the students take an active part in the teaching/learning process, and set to and work with educational material for themselves. RECOMMENDED OR REQUIRED READING In norwegian Damsgaard, H.L. og Eftedal, C.I. (2014)...- men hvordan gjør vi det? Tilpasset opplæring i grunnskolen. Oslo: Cappelen Damm. Hele boka 229 s Imsen, G.(2015). Lærerens verden. Innføring i generell didaktikk. 5.utg. Oslo: Universitetsforlaget. Utvalgte kapittel. Kunngjøres i ved studieoppstart når boka er kommet ut. Imsen, G. (2014). Elevens verden. Innføring i pedagogisk psykologi. 5.utg. Oslo: Universitetsforlaget Kap 5,7,9,10,11, 12,13,14,15 310s Rygvold, A.L. og Ogden, T. (2008). Innføring i spesialpedagogikk. 4.utg. Oslo: Gyldendal Akademisk Kap 2, 3, 4, 6 145s Pettersen, R. C. (2009). Læringens hvordan. Strategier, motivasjon og tilnærminger til læring. I H. P. Wille og R. Svanberg (Red.), La stå!: læring - på veien mot den profesjonelle lærer (s ). Oslo: Gyldendal Akademisk. Kap 4 42s Postholm,M.B.,Haug,P.,Munthe,E. og Krumsvik, R.J. (2011). Elevmangfold i skolen, 1-7. Kristiansand: Høyskoleforlaget (brukes av 1-7 stud.) Hele boka 241s Postholm,M.B.,Haug,P.,Munthe,E. og Krumsvik, R.J. (2011). Elevmangfold i skolen, Kristiansand: Høyskoleforlaget (brukes av 5-10 stud.) 254s Up to three articles/chapters made available on Fronter. RECOMMENDED PRIOR KNOWLEDGE Not applicable PROFESSIONAL PRACTICE Teaching practice is carried out in groups at practice schools with which the University in Nordland has an agreement, preferably in Nordland County See course descriptions for Teaching practice grades 1-7. ASSESSMENT AND EXAMINATIONS Compound evaluation (first instance 2015 autumn). Compulsory attendance, worth 0/100 of the grade (first instance 2015 autumn). Portfolio, worth 0/100 of the grade (first instance 2015 autumn). Assignment, worth 40/100 of the grade (first instance 2015 autumn). Oral examination, 30 Minutes. Worth 60/100 of the grade (first instance 2015 autumn). Page 21 of 64

22 Mathematics grade 1-7: Functions, statistics and probability MA131L The course covers the following main topics: Functions Geometry Statistics Mathematics didactics In addition to semester fee and compulsory reading literature, costs for relevant equipment for online learning: internet access, headset and web camera. MATHEMATICS GRADE 1-7: FUNCTIONS, STATISTICS AND PROBABILITY MA131L ECTS Credits 15 Level Course type Start semester Undergraduate degrees Compulsory Autumn 2017/spring 2018 Year of study Course location Faculty Teaching language Application deadline 2nd study year Bodø The Faculty of Education and Arts COURSE EVALUATION The study programme is evaluated annually by students by way of course evaluation studies (mid-term evaluation and final evaluation). These evaluations are included in the university's quality assurance system. LEARNING OUTCOMES On successful completion of the course the student should: Knowledge: have a broad knowledge of a limited field of topics relating to mathematics taught in primary school, especially geometry and measuring. The special focus is on teaching mathematics during the first years. have knowledge of the mathematical subjects of geometry, functions, statistics, combinatorics, and probability, and be able to see the connection between them and the teaching process in the primary school. have knowledge of the role of language in teaching mathematics have knowledge of how to teach mathematics in different ways Skills: be able to plan, teach and evaluate mathematics teaching in primary school demonstrate practical knowledge in oral and written communication in mathematics be able to use different ways of teaching to promote pupils' creative and methodical skills in mathematics. be able to use and evaluate mapping tests and different ways of observation to apply adapted teaching General competence: be able to understand the importance of mathematics as common knowledge for participation in society be able to communicate mathematical knowledge in an appropriate way PREREQUISITIES The student must be qualified for primary teacher education grades 1-7 in acording to National Curriculum Regulations for Differentiated Primary and Lower Secondary Teacher Education Programmes for Years 1-7 and Years Page 22 of 64