lower secondary school teacher education assoc. prof. mattias Øhra 2007

Lower Secondary School teacher Lower Secondary School teacher educationeducation

Assoc. Prof. Mattias ØhraAssoc. Prof. Mattias Øhra20072007

The Knowledge Promotion. The Norwegian school reform 2006

• The Knowledge Promotion is the latest reform in the 10-year compulsory school and in upper secondary education and training.

• The goal of Knowledge Promotion is to help all pupils to develop fundamental skills that will enable them to participate actively in our society of knowledge.

• The Norwegian school system is inclusive; there must be room for all. Everyone is to be given the same opportunities to develop their abilities.

• The Knowledge Promotion, with its special emphasis on learning, is meant to help ensure that all pupils receive a differentiated education.

Lower Secondary School teacher education Mattias Øhra 2007Mattias Øhra 2007

Basic skills:• Under the Knowledge Promotion, schools are to prioritize the

cultivation of basic skills in all subjects. This is an important foundation for all other learning. These basic skills are as follows:

the ability to express oneself orally the ability to read the ability to do arithmetic the ability to express oneself in writing the ability to make use of information and communication

technology

• These basic skills have been incorporated into the subject syllabuses for all subjects. All teachers are therefore responsible for enabling pupils and apprentices/trainee teachers to develop basic skills through their work in various subjects.


The School PosterThe school and the training establishment shall:

1. give all pupils and apprentices equal opportunities for developing their abilities and their talents

2. stimulate the pupils’ and apprentices’ wish to learn, application and curiosity

3. stimulate the pupils and apprentices to develop their own learning strategies and ability for critical thinking

4. stimulate the pupils and apprentices in their personal development, in developing social competence and the ability to understand and participate in democratic processes

5. make it possible for pupils and apprentices to make informed choices about education and future careers

6. help teachers and trainers appear as clear leaders and examples for children and young people

7. stimulate, use and further develop the individual teacher’s competence

8. promote differentiated education and varied working methods 9. ensure that the physical and psycho-social working and learning

environment promotes health, well-being and learning 10.make it possible for parents/guardians and the local community to

become involved in education in a meaningful way


Main focus

1. Subject competence. • An increase from 30 credits/ect. to 60

credits/ect.

• (1 -4 term. Obligatory: Norwegian language or mathematics & educational theory)

subject competence: familiarity with the content, theories and methods associated with the various basic subjects, knowledge of youth, adolescence and knowledge of theories and working methods in and across subjects


Main focus 2. Educational theory

Profession & didactic competence

Increase from 30 credits/ect. to 60 credits/ect.

didactic competence: ability to analyse curricula and reflect over content and working methods and make provisions for learning and development processes for all pupils

adaptive and developmental competence: ability to assess one’s own activities and those of the school, contribute to development of the teaching profession, take part in local development work and strengthen one’s own competence

social competence: ability to observe, listen, understand and respect the views and actions of others, ability to cooperate with pupils, colleagues and parents and guardians and ability to function as a leader in a community of learners


Main focus

3. Adolescence & youthculture Youth Research

Media, School and Participation Internet & Cyber Socialization

Identity and popular culture taste, style, manner in the youth

culture Growing up conditions.

The Norwegian youth of today The Norwegian family structure

Digital literacy: Computer literacy & video

games


Main focus

4. Stronger attachment to practice / School placement

Tighter links, better logistics and better communication with special chosen “best practice” schools.


Definition of digital portfolio• A portfolio is a "purposeful collection of

student work that exhibits the student's efforts, progress, and achievements. The collection must include student participation in selecting contents, the criteria for selection, the criteria for judging merit, and evidence of student self-reflection" (Lankes, 1995).

• Portfolio assessment includes performance-based works in progress, as well as best products used for assessment measured according to the achievement of content standards


Summative versus formative assessment

• Summative learning: Assessment of learning• Formative assessment: Assessment for learning

Formative assessment – the frequent assessments of student progress to identify learning needs and shape teaching – has become a prominent issue in education reform.

The achievement gains associated with formative assessment have been described as “among the largest ever reported for educational interventions”.

While many teachers incorporate aspects of formative assessment into their teaching, it is much less common to find formative assessment practised systematically (OECD 2005. Formative Assessment Improving Learning in Secondary Classrooms (CERI Centre for Educational Research and Innovation).


Portfolios used for summative and formative assessment


Portfolio• Authentic writing environment• Motivating and stimulating• Easy to control, coach and compare • Constant changing and improvement of

products, ie writing process • Welcomes a variety of ways of writing and

structuring texts


Possible profit for student• Authentic environments can replace the inauthentic

exam environment.

• The student must include a greater variety of genres/texts and exercises showing a broader range of competence and skills

• The student will put effort into his/her own work throughout a course.

• Improved group, class and school learning environment


Digital portfolio examples :

http://hovic.stud.hive.no/ http://smaknask.stud.hive.no http://romad.stud.hive.no http://sherifa.stud.hive.no http://undrum.stud.hive.no http://dahlen.stud.hive.no/

http://stud.hive.no/~kolenge/index.htm

Filmer: http://www-lu.hive.no/ansatte/moh/Mappeeksamen.htm

http://heidi.skoleweb.indusoft.no/ http://marius.skoleweb.indusoft.no/ http://www-lu.hive.no/team/t07u/studentene.html


Structure Schoolplacement

ECT

5. year 60

4. year2. sem.

School subject

Master-modules

5 weeks60

1. sem.

3. year2. sem.

School subject8 weeks

601. sem.

2. year 2. sem.Pedagogy/educational theory

4 weeks 30

1. sem. Maths og Norwegian incl. litaracy and

8 weeks60

1. year2. sem.

1. sem. Profesjonsportal ungdomstr. - pedagogikk

4 weeks 30

Teacher’s Training 8.-13. form (12-18 years)

Mattias Øhra 2007Mattias Øhra 2007

The end


lower secondary school teacher education assoc. prof. mattias Øhra 2007

Documents

differentiated education

upper secondary education

school poster

norwegian school reform

knowledge of theories

norwegian school system

goal of knowledge promotion

knowledge of youth