Københavns Professionshøjskole Læreruddannelsen

MODULE PLb: The learning and development of the learner

A description of the final exams for the subject Pedagogy and Teaching in professional contexts can be found in section 9.2

Module type, scope and language of instruction

This is a basis module corresponding to 10 ECTS. The module is offered in English in selected terms. When the module is taught in English it is offered to both Danish and exchange students. Therefore this version of the module has a comparative focus on international perspectives.

A short description of the module

This module focuses on the learner in the learning community. Central are the learning processes and development of the learner in a heterogeneous group of learners where each individual learner contributes with his personal, social and cultural being to the community of the school.

The module has the following three topics:

  • The development, socialization and identity of the learners
  • Learning, learning environment and the management of learning
  • The collaboration and communication between the teacher and learners

The Module qualifies for the following competence aims, incl. ECTS

The module is approved for the overall subject ”Pedagogy and Teaching in professional contexts”, subheading “Teaching as a profession: practice, science, philosophy” and carries 10 ECTS.

Subject areas that connect to this module

The module is part of the basic pedagogical package offered by UCC and connects to teaching subjects, practicum and the bachelor project.

The scientific foundation of the module

Central to this module is pedagogical psychology based on national and international research on the development and learning, social interplay of children and adolescents, communication and pedagogical guidance in school. The module is anchored in various theories within the knowledge and skills aims of the module.

Competence areas comprised in the module

Competence area 1: The learning and development of the learner

Competence aims comprised in the module

The student can – individually and in cooperation with others – create a supportive environment, facilitate the development and learning of learners, manage learning processes that acknowledge the development of individual, social and communicative competences; and handle conflicts in a variety of social connections.

Skills aims: The student can

Knowledge aims: The student has knowledge about

Develop learning environments for learners and groups with consideration for differences in learning abilities and aims

Learners’ learning and effective factors in the learning environment,

Observe, support and challenge learners’ social, emotional and cognitive development

Learners’ social, emotional and cognitive development  - including gender and motivational factors

Facilitate supportive relations particularly based on the teacher’s position

supportive relations

Facilitate interactional and learning processes that support learners’ well-being and development

Classroom management, learning and group management,

Individually and with others develop collaboration that builds on reciprocal respect and openness

Collaboration and communication between school and other relevant parties,

Make an educated use of various forms of councelling and guidance,

Pedagogical guidance, feedback, various forms of reflection and professional learning,

Can use communication strategically so conflicts, social problems and bullying become entry points for more positive statements, and

Attribution theory, including knowledge og social problems,conflict management, and bullying

Manage so inclusion and socialisation processes are integrated while the individual learner’s development is supported.

Inclusion and individuallisation and socialisation processes, including heterogeneity and marginalisation.

How the module relates to the real world

The student works with a selection of theories, concepts and perspectives in relation to teaching and other situations that are part of a normal school day.

The student must currently find his or her competences challenged, e.g. through training exercises that relate to teaching practicum.

The module may relate to the real world e.g. through one of the following ways:

  • The student observes, describes, analyses and reflects on practicum situations experienced in school, and with a particular focus on learners’ learning and development
  • The student uses various methods to collect empirical data, e.g. interview, talking with learners, case description, etc.
  • The student participates in school visits either as a part of the work of the study group, or in connection with regular classes

How to work during this module

Classes are normally conducted through a variety of work forms. In connection to this, the student must work with analysis, discussion, and reflection. ICT and new technology will be included.

Category

Work hours: 275 hours in all

Primary work forms

Category 1

49

(65 lessons)

Class teaching, including presetations by teacher or students, group exercises, presentations with feedback, guidance and evaluation of work forms, learning environment and learning

Category 2

121

Work in study groups, including exercises and tasks, observations of practical teaching, reading texts, work on study products, preparatory work for evaluation; school visits – in groups, or as a whole class – with or without the teacher;

Expect to spend 25 hours per study product – i.e. 75 hours in all.

Category 3

95

Individual work, including individual preparation for classes and group work, and evaluation of own learning and participation. 

Category 4

10

 

How to pass the module

The study group must create a study product for each of the three themes of the module.

Attendance is mandatory at all presentations. The study groups are responsible for presentations and get feedback from fellow students and the teacher. The presentations are assessed passed/failed. Assessment is individual. All three study products must be passed in order to pass the module.

Study Product 1: The teachers work with communication

Theme: The Teacher’s collaboration and communication with the learners

Estimated time expenditure: 25 hours per student. The study product must be a group effort, worked out in groups of 2-4 students.

Practical application

Produce a short video sequence (max 5 min.) that demonstrates knowledge of how to frame communication, including knowledge of central communicative concepts and techniques available to the teacher.

Collecting empirical data

Empirical data must be collected either through videoing a teaching sequence in the primary or lower secondary school or through videoing a selected communicative situation in the study group or between fellow students at college.

Secondary literature/primary literature/research

The study product must prove that the student has become competent at

  • Using primary literature used in class
  • Selecting and using at least two relevant sources of a secondary nature that cast further light on primary literature
  • Individually selecting and using one relevant example of literature that relates recent research in the field

Use of ICT

The study group works with digital filming and editing. The video must be uploaded e.g. on Skoletube

Product description

Edited video of max 5 minutes and a study journal of max one standard page (2600 key strokes)

Presentation

Presentation to the whole class (20 min.). Reciprocal study group response.

Study Product 2: the Teacher’s work with learning

Theme: Learning, learning environment and managing learning

Estimated time expenditure: 25 hours per student. The study product must be a group effort, worked out in groups of 2-4 students.

Practical application

The study group observes, describes and analyses one or more learning situations in the primary or lower secondary school. The study groups work with reciprocal feedback and feed forward during the process.

Collecting empirical data

The study group analyses a case based on the observations/video of classroom situations in the primary and lower secondary school. Multiple learning perspectives must be included.

Secondary literature/primary literature/research

The study product must prove that the student has become competent at

  • Using primary literature used in class
  • Selecting and using at least two relevant sources of a secondary nature that cast further light on primary literature
  • Individually selecting and using one relevant example of literature that relates recent research in the field

Use of ICT

The study group may choose to use digital resources when the plan and carry out their work on their case analysis.

Product description

The study group produces a short written assignment of 3-5 standard pages (of 2600 key strokes). The whole class organizes how they give each other response on the study product and a study journal of max one standard page.

Study product 3: The teacher’s work with learners’ development, socialization and identity
Theme: Learners’ development, socialization and identity

Estimated time expenditure: 25 hours per student. The study product must be a group effort, worked out in groups of 2-4 students.

Practical application
The study group plans and carries out one or more interviews/structured conversations with learners in the primary and lower secondary school, focusing on the child’s perspective.

Secondary literature/primary literature/research

The study product must prove that the student has become competent at

  • Using primary literature used in class
  • Selecting and using at least two relevant sources of a secondary nature that cast further light on primary literature
  • Individually selecting and using one relevant example of literature that relates recent research in the field

Use of ICT

The interview is documented through the use of digital sound and image

Product description

Based on the interviews and conversations, the student produces a problem statement and analysis using several theoretical perspectives. The study group produces a short written assignment of 3-5 standard pages (of 2600 key strokes) and a study journal of max 1 standard page.

Presentation
The whole class arranges how they give each other response.

This module qualifies for the following competence aims:

The module qualifies for competence aims for ”Teaching as a professions: practice, science, philosophy”

Preconditions for taking this module

Relevant high-school diploma or equivalent

Oversigt over studieordning 2019 (LU KP)

 

Københavns Professionshøjskole | Humletorvet 3 | 1799 København V