MGBPE201E Pedagogy and pupil-related skills, module 2 - The teacher and the pupil in diverse learning environments

Contents and structure

In this course students will acquire knowledge and skills that will enable them to create constructive and inclusive learning environments for children and youth in a diverse society. 

The course aims to foster critical, research-based perspectives on school practices, as well as students’ own pedagogical practice. Topics that are covered include:

• Diversity in educational contexts (e.g., social, religious, cultural, ethnic, linguistic, physical, gender, and sexual diversity) 
• Qualities of inclusive learning environments 
• Differentiated instruction/adapted education (tilpasset opplæring), that is, how to tailor education to the abilities and aptitudes of the individual pupil
• The Norwegian education system and its values in a comparative perspective 

• Human rights and children’s rights 

Learning Outcome

Knowledge 

The student has knowledge of

• Norwegian society and education in light of Christian heritage, processes of secularization, and cultural and religious pluralization 
• religious and non-religious worldviews and their significance for students in Norwegian schools
• documents relating to human rights and children’s rights and how these are relevant and applicable in an educational context 
• how teachers’ interpersonal skills and diversity competence can contribute to strengthening pupils’ learning
• different learning difficulties and behavioural challenges in an educational context, focusing on children in grades 1-7

• key principles that promote inclusive education and an education adapted to the abilities and aptitudes of the individual learner (differentiated instruction)
• children in grief and crisis, child abuse and difficult life situations in which children can find themselves
• collaborations between schools, public services, and local actors, and how these partnerships contribute to children’s upbringing  

Skills 

The student can

• explain and discuss majority and minority (including Indigenous) issues in education in a historical and contemporary perspective
• reflect upon the significance of education in a democratic society and in a globalized world 
• recognize and attend to diversity and equity in the classroom in collaboration with students and parents 

• initiate and maintain professional dialogues with pupils and their parents about learning and development  
• explain the relationship between differentiated instruction and special needs education 
• reflect upon, and apply, research-based knowledge to create inclusive and safe learning environments for pupils
• assess different types of research and development projects connected with educational practice

General competencies  

The student can 

• identify, discuss and address challenges and possibilities in diverse learning environments in schools 

Entry requirements

None

Recommended previous knowledge

MGUBPE101 or other equivalent introductory courses in pedagogy or educational studies.

Teaching methods

• Lectures
• Seminars
• Various learning activities requiring student participation (e.g. group exercises and excursions)

Compulsory learning activities

• 80 % attendance in seminars and learning activities
• One oral presentation  (approx. 10-15 min.)
• One written assignment (approx. 1500 words)

The course requirements must be fulfilled before the student can take the final examination.

If the oral presentation and/or written assignment are not approved, students will be given the opportunity to present and/or resubmit once (1) during the same term.

Further guidelines about the course requirements will be given at the start of the term.

Assessment

Individual oral exam, 30 minutes. The exam can be taken in English, Norwegian or another Scandinavian language. Further information about the oral exam will be provided in Canvas.

The exam is graded on a scale from A-F, where F is failed.

Examination support material

None 

More about examination support material