NO EN

Primary teacher education grades 1-7 (Master 5 years) The program is a full time study with the core subjects Pedagogy and pupil knowledge and Norwegian and mathematics targeting 1 to 7. class. In the master section you will choose between a norwegian or mathematics didactics specialization, or an adaptive learning or special educational approach. The program is organized in a flexible model where teaching and learning occurs in many learning arena. Participation is mandatory. 6-8 times per year intensified teaching on campus. Between meetings we use learning arenas like web meetings, study groups, seminar groups, practice or discussion forum. You will meet exciting challenges with the aim to make you a good teacher with high ambitions for your students. Restricted police must be delivered.

PRIMARY TEACHER EDUCATION GRADES 1-7 - 5 YEAR MASTER EDUCATION ECTS Credits

300

Study level

Master

Start semester Teaching language

Faculty

Faculty of Professional Studies

Autumn 2015

Campus

Bodø

Norwegian

Application deadline

4/15/2015

Programme coordinator Academic advisor

JOB OPPORTUNITIES You qualify for work as a teacher for primary school grades 1-7 FURTHER EDUCATION After completing master's degree and having gained at least two years of relevant work experience, you can apply for admission to the PhD in studies of professional practice. ADMISSION REQUIREMENTS Higher Education Entrance Qualification

Page 1 of 107

Language requirement View general admission information View specific application deadlines In addition, a minimum grade of 3 in Norwegian and mathematics.

Page 2 of 107

Programme overview 1ST STUDY YEAR

OVERVIEW

Autumn 2015

Mandatory courses 120 ECTS Credits

Pedagogy and pupil knowledge 1 (1/2) PED128L

15 SP

Elective courses 1 30 ECTS Credits

Norwegian Language (1/2) NO130L

15 SP

Elective courses 2 30 ECTS Credits

Mathematics grade 1-7: Numbers, algebra and geometry (1/2) MA138L

15 SP

Teaching practice grades 1-7; 1st year (1/2) PR111L

0 SP

Specialization - 30 ECTS credits 30 ECTS Credits Elective courses 4 30 ECTS Credits

CHOOSE SPECIALISATION

Practice 0 ECTS Credits

English for Teacher Education 1-7

Master Thesis 30 ECTS Credits

Music for Teacher Education 1-7 Science for Teacher Education 1-7

Spring 2016 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

Page 3 of 107

0 SP

2ND STUDY YEAR Autumn 2016 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

English for Teacher Education 1-7 Music for Teacher Education 1-7 Science for Teacher Education 1-7

Spring 2017 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

Page 4 of 107

0 SP

3RD STUDY YEAR Autumn 2017 Pedagogy and pupil knowledge 3 (1/2) PED122L

15 SP

Pedagogy and pupil knowledge 4 (1/2) PED123L

15 SP

CHOOSE SPECIALISATION

Music for Teacher Education 1-7 English for Teacher Education 1-7 Science for Teacher Education 1-7 Norwgian for Teacher Education 1-7 Mathematics for Teacher Education 1-7

Spring 2018 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 2018

CHOOSE SPECIALISATION

Specialization Specialization Specialization Specialization RLE for Teacher Education 1-7 Arts and cratfts for Teacher Education 1-7

Spring 2019 Teaching practice grades 1-7; 4th year PR114L

Page 5 of 107

0 SP

5TH STUDY YEAR Autumn 2019 Philosophy of Science and Research Methodology (1/2) ST308L

20 SP

Research and Contemporary Debates (1/2) ST312L

10 SP

Master's Thesis (1/2) ST314L

30 SP

Spring 2020 Philosophy of Science and Research Methodology (2/2) ST308L

20 SP

Research and Contemporary Debates (2/2) ST312L

10 SP

Master's Thesis (2/2) ST314L

Page 6 of 107

30 SP

Study plan PRIMARY TEACHER EDUCATION GRADES 1-7 - 5 YEAR MASTER EDUCATION Primary teacher education grades 1-7 (5-year masters) is an integrated teacher training study which combines subject education and subject didactics with guided praxis and critical reflection. This 5-year master¿s degree at UiN is research-oriented, knowledge- and value- based study where process learning and self-development are key.

The program is action-oriented, which means that we choose content and methods that are relevant to the challenges teachers face in the short and long term, and address their implications in practice The study is knowledge-based, which means that instruction is based on knowledge from research and development, including the results of national and international research. The study is value-based, which ¿¿means that the study is based on the Education Act on values ¿¿.. Process-learning is key, which means that we put an emphasis on dialogue, group work, practical exercises and other forms of skill development. Students gain experience with the methods that they can use and the processes that they can engage in their own teaching. Self-development, which means enabling students to develop their personal skills and general knowledge as practitioners, is also important.

ADMISSION REQUIREMENTS Higher Education Entrance Qualification

Language requirement

View general admission information

View specific application deadlines In addition, a minimum grade of 3 in Norwegian and mathematics.

Page 7 of 107

PROGRAMME DESCRIPTION The programme is organized in a flexible model in which teaching and learning occurs in many learning arenas. Participation is mandatory; there will be 6-8 weeks per year of intensive seminars held on campus. Between meetings, learning arenas such as web meetings, study groups, seminar groups, praxis or discussion forums will take place. It is assumed that students will participate actively both in and between meetings, and take responsibility not only for their own learning, but also within the group context. The programme aims to create a challenging and constructive learning environment, where students meet exciting challenges, with the aim of becoming good teachers with high aspirations for their students. We require that all students attain a basic police clearance. Praxis is conducted in select praxis schools that work in partnership with University of Nordland, preferably in Nordland County.

For Primary School Teacher Education ¿ 5-year master (grades 1-7) obligatory subjects include didactics and teacher education (60 ECTS credit points), mathematics (30 ECTS credit points) and Norwegian (30 ECTS study points). The rest of the degree subjects add up to 180 ECTS credit points, chosen according to the following criteria: The programme must include at least four school subjects. At least one of these subjects will be taken for 60 ECTS credit points, and the other subjects for a minimum of 30 ECTS credit points. Alternative 1 (30 ECTS credit points): Norwegian 2 or Mathematics 2. English 2, Natural Sciences 2, Music 2 (from 2016). Alternative 2 (30 ECTS credit points): English 1, Natural Sciences 1 or Music 1. Praxis is mandatory and must be supervised, reviewed and varied throughout the programme. Praxis is described in detail in the course plan for praxis. A mandatory bachelor thesis is submitted during the third year. Some of the work attached to this task, as well as an introduction to scientific method and theory, comprises 15 ECTS credit points of the 60-credit obligatory course in didactics and teacher education. The bachelor thesis represents independent and research-based written work that is related to school activities, and is described separately and in detail in the course plan and relevant literature for the bachelor thesis for Elementary Teacher Education. In the fourth year, the available modules include Adapted Learning in addition to elective advanced studies in Norwegian didactics, mathematics didactics, general didactics or opportunity and growth (special pedagogy). One must also choose between Religion and Ethics or Arts and Crafts. The fifth study year consists of research methodology and theory in addition to the master¿s thesis. These are carefully described in the course plan for each subject.

Page 8 of 107

LEARNING OUTCOMES The learning outcomes for the five-year primary teacher education are formulated on the basis of the national qualifications framework and the European Qualifications Framework. Upon completion of the study programme, the learning outcomes gained are defined as knowledge, skills and general knowledge. The different areas of expertise are reflected in the subject plans for the subjects of education, and the learning outcomes should be considered together with the subjects' content and methods aimed at 1st - 7th grades. The program will provide solid scientific and didactic knowledge in the subjects included in the education, as well as knowledge of the subjects as both school subjects and research subjects. KNOWLEDGE The candidate has solid academic and didactic knowledge of the subjects involved in education and the subjects' knowledge-based foundation has advanced knowledge in the disciplines and specialised knowledge in a defined area. has a thorough knowledge of the subjects of scientific or artistic theory and methods can apply knowledge in new areas within the disciplines can analyse scientific problems based on the subjects of history, traditions, originality and their place in society has thorough knowledge of child and adolescent learning, development and education in different social, multicultural and multilingual contexts has knowledge of methodological approaches has knowledge of national and international research and developments relevant to the teaching profession SKILLS The candidate 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 analyse existing theories, methods and interpretations in the fields and work independently with practical and theoretical problem solving can use appropriate research methods academic and / or artistic research in an independent manner can evaluate and use relevant research results and even undertake systematic development can analyse and think critically about information sources and apply these in order to structure and formulate scientific reasoning can conduct independent, limited research or development projects under supervision and in accordance with applicable ethical standards can evaluate and develop their own practice, and through this contribute to growth and development, both academically, didactically and organizationally can reflect critically on their own specialisation at the master¿s level GENERAL COMPETENCE The Candidate can identify his or her own learning and skills in relation to the teaching profession, and possess the expertise needed to adapt to the needs of schools as they change in the future can analyse relevant academic, vocational and ethical issues can apply knowledge and skills in new areas to carry out advanced tasks and projects can undertake extensive independent study and within this express ideas about the subject of study in a skilful and expressive manner can communicate about issues, analyses and conclusions in the field, both to specialists and to the general public can contribute to innovation and growth processes

ASSESSMENT METHODS Various forms of evaluation are used in the study (please see the course plans). This is to ensure quality in professional education, and with respect to the "Regulations for Studies and Examinations at UiN" § 5-1, that students have passed all subjects in their first two study years before beginning the fall semester of their third year. Students will not receive their choice of subject in the fourth study year unless the requirements for their subjects from the other years are completed. Primary teacher education is an integrated study with unity and coherence between theoretical and practical studies and between subjects and didactics, which means that obligatory practical training at various stages is closely associated with the subjects offered at the corresponding stage. Obligatory work and participation is included in the individual course descriptions. Submission deadlines are according to each course plan or in the overall semester plan. Al work must be delivered within the specific deadlines. For information about the formal policies regarding examinations, please refer to the higher education law, published regulations on the national curriculum and the national guidelines for primary teacher training and the regulations governing studies and examinations at the University of Nordland. The University of Nordland is responsible for assessing whether student teachers are fit for the teaching profession. Evaluation takes place continuously throughout the year, and advising and guidance on areas needing improvement, or perhaps the advice to leave the study, should be given as early as possible. There are separate regulations for suitability assessment in teacher education, and a committee is established to ensure that these are met. "Regulations for Suitability Assessment in Higher Education" http://www.lovdata.no/for/sf/kd/kd-20060630-0859.html).

Page 9 of 107

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". Grades can also be awarded as "passed", "not passed", "approved" and "not approved".

Read Examinations rules and regulations

QUALIFICATIONS REQUIREMENTS AND REGULATIONS Refer to Regulations concerning studies and examinations at University of Nordland

and other local regulations University Rules and Regulations

in addition to the National Curriculum Framework for Primary and Elementary School Education grades 1-7, and grades 5-7 where relevant.

COSTS Some costs are linked to individual subjects. Please see the individual course descriptions for the various disciplines.

GRADUATION REQUIREMENTS The final exam for the study programme is the Master thesis

STUDY ABROAD The sixth semester of the degree is an international semester, in which students are encouraged to take a semester at one of our partner institutions overseas. More information will be provided during the study.

SPECIFIC ARRANGEMENTS FOR RECOGNITION OF PRIOR LEARNING It is not possible to apply for admission to this programme on the basis of prior knowledge.

PROGRAMME EVALUATION The programme is evaluated via student questionnaire, as well as by the programme director. The evaluations form a part of the University's quality assurance system.

Page 10 of 107

Subject descriptions (37) 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

Year of study

1st study year

Level

Undergraduate degrees

Course location

Bodø

Faculty

Course type

Compulsory

Faculty of Professional Studies

Start semester

Autumn 2015/spring 2016

Page 11 of 107

Teaching language Application deadline

BENTE FORSBAKK Course coordinator Universitetslektor Phone: +47 75 51 77 07 E-mail: [email protected]

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.

RECOMMENDED PRIOR KNOWLEDGE None

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 http://www.udir.no/Laringsmiljo/Folg-Bedre-laringsmiljokonferansen/Filmopptak-fra-konferansen/Hva-kjennetenger-god-klasseledelse-Professor-Thomas-Nordahl-Hogskolen-i-Hedmark/ 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, 5-10. Kristiansand: Høyskoleforlaget (brukes av 510 stud.) 251s Slemmen, T. (2014). Vurdering for læring i klasserommet. 2.utg. Oslo: Gyldendal Norsk Forlag Hele boka 179s Utdanningsdirektoratet (2012). Klasseledelse. Lokalisert på: http://www.udir.no/Laringsmiljo/Bedre-laringsmiljo/Klasseledelse/ Opplæringsloven, forskifter og LK06 (Kunnskapsløftet)

Page 12 of 107

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.

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).

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.

OVERLAPPING COURSES PED120L Teaching and Learning Knowledge 1 - 15 study points.

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 13 of 107

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

Year of study

1st study year

Level

Undergraduate degrees

Course location

Bodø

Faculty

Course type

Compulsory

Faculty of Professional Studies

Start semester

Autumn 2015/spring 2016

Page 14 of 107

Teaching language Application deadline

EIRIN FURRE MOAN Course coordinator Universitetslektor Phone: +47 75 51 78 10 E-mail: [email protected]

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.

RECOMMENDED PRIOR KNOWLEDGE Not applicable

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) 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.)

Page 15 of 107

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. 1999. 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 (http://www.nynorsksenteret.no/teikneseriar/seriar.html) 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. 1990 [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. 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.

Page 16 of 107

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. 2008. Circus (Serie: Mare), Gyldendal. Kaaberbøl, Lene. 2005. Skammarens dotter. (Serie: Skammarserien). Det Norske Samlaget. Meyer, Stephanie. 2007. 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. 1903. Sidsel Sidserk (eller en nyere utgave, f.eks. Bokklubbens Barn) Austrem, Liv Marie. 1987. Det er ikkje di skyld, Hanne. Samlaget Bjugn, Sissel. 1985. Bill og Ei Til. Samlaget Hagbrink, Bodil. 1983. Heime på vidda. Bokklubbens barn Per Sivle: (1887/1993) Soger. (Klassikarserien for barn). Samlaget. Hopp, Zinken. (1948) 2005. Trollkrittet. Vigmostad & Bjørke. Jørgen Moe: I Brønden og i Tjernet (1877)(nettbok, se: http://www.dokpro.uio.no/litteratur/joergenmoe/) Løland, Rasmus. 1999 [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

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.

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).

Page 17 of 107

PRACTICE See program description.

OVERLAPPING COURSES NO120L-001 Norwegian Language, portfolio - 15 study points. NO120L-002 Norwegian Language, supervised written exam - 12 study points.

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 18 of 107

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.

M A T H E M A T I C S G R A D E 1 - 7 : N U M B E R S , A L G E B R A A N D G E O M E T R Y MA138L ECTS Credits

15

Year of study

1st study year

Level

Undergraduate degrees

Course location

Bodø

Faculty

Faculty of Professional Studies

Course type

Compulsory

Start semester

Autumn 2015/spring 2016

Teaching language Application deadline

DAG OSKAR MADSEN Course coordinator Førsteamanuensis Phone: +47 75 51 77 79 E-mail: [email protected]

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

PREREQUISITIES Acceptance into the teacher training program, or, for in-service teachers, completed teacher education required.

Page 19 of 107

RECOMMENDED PRIOR KNOWLEDGE None

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? http://www.caspar.no/artikkel_pdf/35c_t2010-4.pdf Simon Spurkland: Spillrevolusjonen er her - ta den i bruk. http://www.caspar.no/tangenten/2013/spurkland0213.pdf Tangenten 1/2010, hele bladet lastes ned i pdf. http://www.caspar.no/tangenten/innhald101.html 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. http://www.emis.de/proceedings/PME30/4/465.pdf GeoGebra - gratis dynamisk matematikkprogram til skolebruk. Oppdateringer av programmet foregår fortløpende, så manualer og opplæringshefter vil være tilgjengelige på www.geogebra.no .

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.

PRACTICE See program description.

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 20 of 107

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

Year of study

2nd study year

Level

Undergraduate degrees

Course location

Bodø

Faculty

Faculty of Professional Studies

Course type

Compulsory

Start semester

Autumn 2016/spring 2017

Page 21 of 107

Teaching language Application deadline

BENTE FORSBAKK Course coordinator Universitetslektor Phone: +47 75 51 77 07 E-mail: [email protected]

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.

RECOMMENDED PRIOR KNOWLEDGE Not applicable

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. 91-132). 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, 5-10. Kristiansand: Høyskoleforlaget (brukes av 5-10 stud.) 254s Up to three articles/chapters made available on Fronter.

Page 22 of 107

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.

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).

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.

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 23 of 107

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.

M A T H E M A T I C S G R A D E 1 - 7 : F U N C T I O N S , S T A T I S T I C S A N D P R O B A B I L I T Y MA131L ECTS Credits

15

Year of study

2nd study year

Level

Undergraduate degrees

Course location

Bodø

Faculty

Faculty of Professional Studies

Course type

Compulsory

Start semester

Autumn 2016/spring 2017

Teaching language Application deadline

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 5 - 10.

RECOMMENDED PRIOR KNOWLEDGE N/A

Page 24 of 107

MODE OF DELIVERY Face-to-face and distance learning.

TEACHING ACTIVITIES AND METHODS Face-to-face lectures at campus. In addition there will be given information and tutoring via Internet (Fronter). This will especially focus on the main way of teaching for students following the distance learning course.

ASSESSMENT AND EXAMINATIONS Oral examination, 30 Minutes (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).

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 25 of 107

Norwegian Language NO134L In Norwegian NO134L beginners will train in reading and writing being central, and the course will also focus on further reading and writing instruction to students up to and including the seventh grade in primary education. It is a goal for our students to develop research-based knowledge in this area of the subject, in Norwegian language and text knowledge. Students learn how to work with the basic skills of reading, writing, oral use of language, arithmetic and the use of digital tools in Norwegian, also working across traditional disciplinary boundaries. Students will acquire knowledge of different working methods in the subject and how these can be adapted to different students, and will also develop an understanding of the relationship between subjects, didactics and practice. In addition to semester registration fee and syllabus literature students bear costs related to theatre, cinema, museum visits etc.

NORWEGIAN LANGUAGE NO134L ECTS Credits

15

Year of study

2nd study year

Level

Undergraduate degrees

Course location

Bodø

Faculty

Faculty of Professional Studies

Course type

Cumpulsory

Start semester

Autumn 2016/spring 2017

Page 26 of 107

Teaching language Application deadline

EIRIN FURRE MOAN Course coordinator Universitetslektor Phone: +47 75 51 78 10 E-mail: [email protected]

LEARNING OUTCOMES Knowledge: After successfully completing the course students should have knowledge of: reading and writing and about different theories in reading and writing, with particular emphasis on beginner training. This also applies to students from linguistic minorities. reading and writing strategies the various functions reading and writing can have on students' development and learning, with particular emphasis placed on beginner education (6 -year old pupils) language as a system and language use and understanding of the relationship between the spoken and the written language central and relevant concepts and perspectives in literature didactics, and literature theory literature from recent years targeting youth and adult readers the current curriculum for the school's Norwegian subject curriculum Skills: Students will on successful completion of the course be able to: facilitate pupils learning how to read and write pave the way for creating a communicative and learning environment plan, implement and evaluate Norwegian classes at different levels and justify professional choices. evaluate and use different teaching methods in teaching reading and writing from 1st to 4th grade, both for pupils with Norwegian as their first language and their second language and for students writing in Nynorsk. use different assessment methods in Norwegian classes detect students reading and writing skills, to implement relevant measures for adapted education, prevent and detect reading and writing difficulties use of rhetorical skills in working with oral and written texts facilitate students reading of different kinds of texts in both traditional and modern media and develop reading and good reading strategies stimulating further reading use the curriculum in the subject to formulate goals for Norwegian classes and relevant assessment criteria assess different types of Norwegian academic learning tools based on criteria and in terms of learning outcomes for students stimulate students' aesthetic sense General competence: On successful completion of the course students' general competence will be characterized by: safe oral usage of and steady writing of the Norwegian language, both in Bokmål and Nynorsk. scientific knowledge being used for critical and constructive reflection being able to work independently and with others, on students' learning and development in the discipline and across disciplines being able to facilitate the work of language and literature, thus strengthening the identity of students and encouraging them to participate actively in public life

PREREQUISITIES Acceptance into the teacher training program, or, for in-service teachers, completed teacher education. Completed NO130L Norwegian language 1, 1st year.

RECOMMENDED OR REQUIRED READING Required reading: The reading list is subject to amendments. Anmarkrud, Øystein og Vigdis Refsahl (2010): Gode lesestrategier - på mellomtrinnet. (ca. 70 s.) Flatøy, Ingunn (2010): "Den digitale abc-boka" i Tønnessen, Elise Seip (2010): Sammensatte tekster. Barns tekstpraksis. (18 s.) Frislid, Martha Elvina og Hilde Traavik (2006): Boka om GLSM (kap. 3, 4, 7, 9, 12-14) (ca. 110 s.) Gaski, Harald (1998): Skriftbilder. Samisk litteraturhistorie. (ca. 60 s.) Høigård, Anne (2006): Barns språkutvikling. Universitetsforlaget. Kap. 4 - 12: (ca 130 s). Kaldestad, Per Olav og Hanne Knutsen (4. opplag 2004): Diktboka. Om arbeid med poetiske tekstar i skolen. ca 130 sider, alt utenom diktene, noen av diktene legges opp under tekstbasen. Lundberg, Ingvar og Katarina Herrlin (2008): God leseutvikling. (ca. 70 s.) Traavik, Hilde og Vigdis Rosvold Alver (2008): Skrive- og lesestart: 220 s Sjekkeland, Martin: Dialektlandet (2010) Om lesing i Nordland. (ca 100 sider) Recommended reading:

Page 27 of 107

Maagerø, Eva og Elise Seip Tønnessen (red) (2006) Å lese i alle fag (kap. 3, 5, 6) Bjar, Louise (2008): Det er språket som bestemmer, kap. 1-9 Knudsen, Skjelbred og Aamotsbakken: Lys på lesing. Lesing av fagtekster i skolen. (2009) A schoolbook: Turid Fosby Elsness (2005): Zeppelin START. Aschehoug. Rhymes and songs: Kari Wærum (red.), Kari Grossmann og Werner Grossmann (1999): Bake kake søte (bokmål/nynorsk). Gyldendal. Trones, Eva (2003): Lille Bille. Euridice Turn Left (cd) Novels and other books for children Inger Hagerup (2005): Så rart. Aschehoug. André Bjerke (2000): Moro-vers. Aschehoug Per Olav Kaldestad and Hilde Kramer (2010): Med kråkenebb og kråkeføter (nynorsk). Cappelen Damm. Mary Bente Bringslid and Inger Lise Belsvik(2009): Stankelbeinskrift (nynorsk). Samlaget. Dahl, Roald (2012): Den kjempestore krokodillen. 3.utg. Gyldendal. Aamodt, I. (2007) Pulverheksa og Skattesnusk. Omnipax. (Evt. en annen av bøkene i serien om Pulverheksa.) Ersland, B.A. og H. Kramer (2011): Gjøken. (Bilde- og faktabok). Mangschou. Uri, H. (2008): Mamma Morgenheks. Damm. Rørvik, B. (2009): Bukkene Bruse på Badeland. Cappelen Damm. Wieslander T. og J. Wieslander (2006): Mamma Mø bygger hytte. 6.opplag. Damm. Bringsværd, Tor Åge og Thore Hansen (2005): Ruffen, sjøormen som ikke kunne svømme. Gyldendal. Dahle, Gro og Svein Nyhus: Snill (2002) eller Sinna mann (2003). Cappelen. Kaldestad, Per Olav og Hanne Knutsen (4. opplag 2004): Diktboka. Om arbeid med poetiske tekstar i skolen. (Legg opp diktene fra s. 246-257, figurdikt, fra utg. 2004.) Choose one of these three: Kirsti Blom and Jan-Gunnar Winther (2008): Snø, is og klima. Cappelen. Kirsti Blom and Kit M. Kovacs (2007): Isbjørnen. Cappelen. Erna Osland and Marvin Halleraker (2005): Skarpe tenner (nynorsk). Mangschou. Plays or radiotheatre for children: Maria Gripe og Kay Pollak (2002): Tordivelen flyr i skumringen. Radioteateret, NRK. Films and cartoons: Fia og klovnene, norsk fra 2009, Kirikou og villdyrene, fransk prisvinner, fra 2005. (www.filmarkivet.no) Choose: 1-3 cartoons Norse myths: Tor Åge Bringsverd (2002): Den store boken om norrøne guder. Gyldendal Tiden. (Choose 3-5: For instace: Balders død, Skapelsen, Odin får Sleipner, Loke blir fanget, Tors brudeferd) Fairy tales and legends (Northern Norwegian, choose 10 from:) Normann, R. (1967): Ringelihorn og andre eventyr. Aschehoug. Fairy tales, Sami (choose 10 from:) Qvigstad J.K. (1927-1929) Samiske eventyr og sagn, 1-5. Aschehoug. Storjord, T. (1991): Lulesamiske eventyr og sagn. Bodø Lærerhøgskoles skriftserie nr. 2. Fairy tales, classics (choose 10 from:) Brødrene Grimm, Asbjørnsen og Moe, H.C. Andersen or other fairy tales.

MODE OF DELIVERY Face-to-face and for some students, also distance learning.

Page 28 of 107

TEACHING ACTIVITIES AND METHODS Lectures, practice sessions, seminars, tutored assignment work, practice, excursions, etc. This will vary somewhat from one year to another. More information is given at the beginning of the course.

ASSESSMENT AND EXAMINATIONS Oral examination, 30 Minutes (first instance 2015 autumn). Mandatory work, worth 0/100 of the grade (first instance 2015 autumn). Compulsory attendance, worth 0/100 of the grade (first instance 2015 autumn).

PRACTICE See program description.

OVERLAPPING COURSES NO120L-001 Norwegian Language, portfolio - 15 study points. NO120L-002 Norwegian Language, supervised written exam - 12 study points.

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 29 of 107

Pedagogy and pupil knowledge 3 PED122L The development of the teacher's role and identity are central. Content, aspects brought out in discussion, written exercises, practice and seminars are targeted towards grades 1 to 7. Themes occurring in PL3 are: The inclusive and equalvalue school Dealing with bullying and conflict The school's historical development/ the school's mandate within society The school as an organisation The school in society - school/home, the local society Collaboration with subject authorities outside school Transition: from kindergarten to junior school and then to senior school Democracy, development and the formation of identity - the school in an internalised world Teacher collaboration / team teaching Expenses related to compulsory excursion/study trip as well as semester registration fee and syllabus literature.

PEDAGOGY AND PUPIL KNOWLEDGE 3 PED122L ECTS Credits

15

Year of study

3rd study year

Level

Undergraduate degrees

Course location

Bodø

Faculty

Faculty of Professional Studies

Course type

Compulsory

Start semester

Autumn 2017/spring 2018

Page 30 of 107

Teaching language Application deadline

THOMAS MOREL DAASVATN Course coordinator Universitetslektor Phone: +47 75 51 77 27 E-mail: [email protected]

LEARNING OUTCOMES On successful completion of the course the student should: Knowledge: have knowledge of the school as an organisation, on its framework and organisational structure have an insight into the meaning of collaboration and its process, with various examples and at different levels , and what these can mean for the pupils' learning and development have knowledge of what meaning society has for the pupils' learning processes, and how bullying and conflict may build up have knowledge of the meaning that a variety of multicultural elements such as language, religion and socio-cultural background has for learning in an inclusive school characterised by tolerance, dialogue and respect have knowledge of what democracy, culture and the development of identity mean for a school's operation in internationalised world have knowledge of the school as an institution in society , and of the values and strategies behind a school's development in Norway, and how its mandate and function have changed over time have knowledge of the transition from kindergarten to junior school and from junior to senior school Skills: be able to show a critical approach to the analysing of class- and group-processes, and employ techniques which stimulate learning know what can encourage the understanding of democracy among those engaging in democratic processes be able to plan, carry out and evaluate theoretical discussions on various subject, such as development, zest for learning, evaluation be able to organise active forms of teaching, and critically appraise didactic, subject-didactic, and schoolteaching questions in the light of suitably adapted instruction, with special emphasis on the drawing out of basic abilities, and some basis for professional development and change. be able to make use of varied, suitable practical, concrete teaching means as a basis for teaching, and for investigating and researching ways of working and teaching be able to arrange aesthetic experiences as a basis for aesthetic appreciation know how one can arrange for a socially active school, and how to connect the pupils¿ learning experience to local work- and cultural- life General kompetence: have understanding of the developing of a professional teacher's role, and of the challenges which accompany education and instruction in a multicultural society be able to conduct him/herself and take part in discussions about professional values, and the problematical questions on professional ethics have insight into what can further dialogue and tolerance in a pluralist society

PREREQUISITIES No. 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. Practice teachers employed in various special study situations can follow the teaching in chosen topics.

RECOMMENDED PRIOR KNOWLEDGE Students need to master the Norwegian language, both orally and the written language.

RECOMMENDED OR REQUIRED READING In Norwegian Jensen, R., Aas M. og Skarpsno, M. (2011). Å utforske praksis Oslo: Cappelen Damm Akademisk Hele boka 199s Imsen, G.(2015). Lærerens verden. Innføring i generell didaktikk. 5.utg. Oslo: Universitetsforlaget Kap kunngjøres ved studieoppstart når boka er kommet ut. Ca 200s Postholm, M.B., Haug,P., Munthe,E. og Krumsvik, R.J. (2012). Lærere i skolen som organisasjon. Kristiansand: Høyskoleforlaget Hele boka 246s Roland, E. (2014). Mobbingens psykologi. Hva kan skolen gjøre? 2.utg. Oslo: Universitetsforlaget Hele boka 200s Lingås, L. G. (2014). Med blikk for etikk og danning i Høyhilder, E og Lingås, L. G. (2014) red Pedagogikk 8. - 13. trinn Kapittel 5, 6 og 7 47s Opplæringsloven, forskifter og LK06 (Kunnskapsløftet) http://lovdata.no/dokument/NL/lov/1998-07-17-61 Up to three articles/chapters made available on Fronter.

Page 31 of 107

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.

ASSESSMENT AND EXAMINATIONS Compound evaluation (first instance 2015 autumn). Compulsory work , worth 0/100 of the grade (first instance 2015 autumn). Compulsory attendance, worth 0/100 of the grade (first instance 2015 autumn). Home examination, 1 Weeks. Worth 40/100 of the grade (first instance 2015 autumn). Oral examination, 30 Minutes. Worth 60/100 of the grade (first instance 2015 autumn).

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.

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 32 of 107

Pedagogy and pupil knowledge 4 PED123L Change and development in school. Bachelor thesis, theory of knowledge and research method. This course, Pedagogics and pupil knowledge, ( PEL) , concludes with an independent and research-based piece of writing based on the individual's questioning, connected with teaching practice or another aspect of the school's life; it shall deal with central subject, didactic and /or other pedagogic challenges which are the responsibility of the school. The work shall shed light on the central questions or investigations connected with professional duties, and shall use experience with critical reflection on, and pedagogical argumentation connected with the student's or others' own teaching as a basis for change or development. This exercise falls within the field of pedagogics and pupil knowledge, but the choice of theme and the problem-setting can make it relevant to involve other subject-teachers, for the work of advising or evaluating. Expenses related to compulsory excursion/study trip as well as semester registration fee and syllabus literature.

PEDAGOGY AND PUPIL KNOWLEDGE 4 PED123L ECTS Credits

15

Year of study

3rd study year

Level

Undergraduate degrees

Course location

Bodø

Faculty

Faculty of Professional Studies

Course type

Compulsory

Start semester

Autumn 2017/spring 2018

Page 33 of 107

Teaching language Application deadline

LEARNING OUTCOMES On successful completion of the course the student should: Knowledge: have knowledge of professional theories; questioning in the sphere of educational research, and insight into research methods which are relevant for such research, with special regard to current teaching, current research. have knowledge of practical, subject and pedagogical challenges in school which are developed through work with the Bachelor-tasks have an intimate knowledge of the subject with which his task deals. Skills: be able to make a critical analysis of relevant research work connected with school and teaching be able to initiate, plan, set in motion and evaluate work for development and change in school be able to use knowledge of professional theory and research methods in the forming of his own research project, and can write in a professional manner have acquired proficiency in academic writing General competence: be able to display academic involvement in professional and educational issues and could argue and initiate the implementation and evaluation of various development tasks related to school development. be able to relate to research ethics

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. Practice teachers employed in various special study situations can follow the teaching in chosen topics. The student must have passed Pedagogy and pupil knowledge 4 or equalent.

RECOMMENDED PRIOR KNOWLEDGE Not applicable

RECOMMENDED OR REQUIRED READING Topic 1: Research methods Postholm, M.B. og Jacobsen, D.I. (2011): Læreren med forskerblikk. Kristiansand: Høyskoleforlaget (160 pages) Topic 2: Change- and development in practice Jensen, R. og Aas, M.(2011) : Å utforske praksis. Oslo: Cappelen Damm. Kap 8,9 og 10, s.97-150 (53 pages) Tema 3: Introduction to the bachelor thesis Dalland, O (2010): Metode og oppgaveskriving for studenter. Oslo: Gyldendal Akademisk (300 pages) Articles (published later) (50 sider)

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 34 of 107

TEACHING ACTIVITIES AND METHODS Timetabled activity in the PEL- subject is compulsory. This includes lectures, as well as seminar group work, excursions and fieldwork. For students who not without unreasonable pressure, on account of illness or for other important reasons, are unable to fulfill the compulsory attendance requirement, alternative work requirements can be approved based on individual application and assessment. Alternative work requirements are to be carried out and approved before the final exam is taken and the assignment delivered. During the autumn semester students must in cooperation with academic staff members develop an issue as a basis for their own study. The study is to be related to practice and will reflect central practical, academic and/or pedagogical challenges at school ending up in the bachelor assignment which is to be handed in at the end of the spring semester. The subject runs parallel with PEL 3 in the 5th and 6th semester of the program. Teaching in the theory of science focuses on school perspectives and issues. Base on the compulsory method course students choose in cooperation with academic staff how to carry out the study. The problem complex itself and method must be approved by academic staff. Possible ethical problem complexes related to data collection and data material must be clarified with academic staff, the rector and teachers at the school concerned and, if necessary, with the pupils parents. The study gives students experience in professional perspectives concerning their work, for instance change and developmental work associated to school and pedagogical problem complexes. Critical reflection and evaluation are both central. Students on web-based and practice- based studies are required to attend required to attend all study sessions. In the 1st semester, PEL students, in collaboration with the PEL staff, shall develop a topic question as the starting point for their own thesis. The thesis shall be connected to practice and reflect central practical, subject or pedagogical developments in school, and shall end up with the Bachelor's thesis, which will be handed in at the end of the second semester. The subject runs parallel with PEL3 in the fifth and sixth semester. Instruction on the theory of knowledge will focus on school -subjects' angles and problem questions. For reasons of a compulsory methodology, the students will, in collaboration with their teacher(s) , select how they will conduct their enquiry. The teacher must approve the topic question and research methods. Possible ethical questions regarding the collection of data and use of data material must be approved with the teacher(s), Rector, and teachers in the particular school, and possibly with the pupils' parents/guardians. The thesis will give the students experience of the professional perspective on work experience, as a participator in change- or development-work connected to questions of school-curriculum or pedagogical problems. Critical reflection and evaluation are essential. In study that is based on-line or on practice, all study meetings are compulsory.

ASSESSMENT AND EXAMINATIONS Bachelors Thesis (first instance 2015 autumn). Compulsory attendance, worth 0/100 of the grade (first instance 2015 autumn). Compulsory work , worth 0/100 of the grade (first instance 2015 autumn). Compulsory work , worth 0/100 of the grade (first instance 2015 autumn).

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.

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 35 of 107

Philosophy of Science and Research Methodology ST308L This subject gives candidates insight into pedagogical research and also give them the ability to plan a methodical, scientific, theoretically-sound research project. The traditional way of distinguishing between quantitative and qualitative research is often artificial in a pedagogical and special-needs pedagogical context. We have chosen to divide the subject into four sections: design, research method, research tools, the presentation of research. No costs except semester registration fee and syllabus literature.

PHILOSOPHY OF SCIENCE AND RESEARCH METHODOLOGY ST308L ECTS Credits

20

Year of study

5th study year

Level

Graduate degrees

Course location

Bodø.

Course type

Compulsory.

Faculty

Start semester

Autumn 2019/spring 2020

Faculty of Professional Studies

Teaching language Application deadline

Page 36 of 107

JAN BIRGER JOHANSEN Course coordinator Timelønnet 1013 Professor E-mail: [email protected]

LEARNING OUTCOMES On successful completion of the course:

Knowledge: The candidate should have

A thorough knowledge of concepts, theories and methods which form the basis of pedagogical and special-needs pedagogical research A comprehensive knowledge of different views in academic theory A broad overview of the chief strategies used in pedagogical and special-needs pedagogical research Insight into the whole research process, from the formulation of projects to work with data and data presentation. Skills: The candidate shall be able to

Analyse the use of design, method and scientific theory¿s approach to shed light on the practical formulation of a problem Plan and carry out an independent piece of research at master-degree level. General competence: Candidates shall be able to

Reflect critically on their own and others¿ research. Offered as a free-standing course: Requires entry to the master in special-needs education.

PREREQUISITIES Admission to the program.

RECOMMENDED OR REQUIRED READING Brekke, M. (2006). Å begripe teksten: om grep og begrep i tekstanalyse. Kristiansand: HøyskoleForlaget (250 sider) Goodson, I. (2013). Developing Narrative Theory. Life stories and personal representation. Hoboken: Taylor and Francis (145 sider) Nilssen, V. (2012). Analyse i kvalitative studier. Den skrivende forskeren. Oslo: Universitetsforlaget. (190 sider) Fangen, K. (2008). Deltakende observasjon. Bergen: Fagbokforlaget. (300 sider) Kvale, S. og Brinckmann, S. (2009). Det kvalitative forskningsintervju. Oslo: Gyldendal akademisk (337 sider) Gilje, N. og Grimen, H.(2011). Samfunnsvitenskapenes forutsetninger. Innføring i samfunnsvitenskapenes vitenskapsfilosofi. Oslo: Universitetsforlaget. (276 sider) Johannessen, A., Tufte, P.A. og Christoffersen, L. (2011). Introduksjon til samfunnsvitenskapelig metode. Oslo: Abstrakt forlag. (436 sider) Total 1934 pages Suppert litterature: Robert K. Yin (2014). Case study research: Design and methods. Los Angeles, Calif: Sage. Halkier, B. (2010). Fokusgrupper. Oslo: Gyldendal akademisk. Holte, K. H., Jamissen, G. & Ohlmann, C. (2012). Digitalt fortalte historier. Refleksjon for læring. Oslo: Cappelen Damm Akademisk. Thagaard, T. (2010). Systematikk og innlevelse, en innføring i kvalitativ metode. Oslo: Fagbokforlaget. Fuglseth, K., & Skogen, K. (2006). Masteroppgaven i pedagogikk og spesialpedagogikk. Oslo: Cappelen akademisk. NESH (Den nasjonale forskningsetiske komité for samfunnsvitenskap og humaniora ) (2006): Forskningsetiske retningslinjer for samfunnsvitenskap, humaniora, juss og teologi http://www.etikkom.no/retningslinjer/NESHretningslinjer/NESHretningslinjer/06 Postholm, M.B.(2010). Kvalitativ metode: En innføring med fokus på fenomenologi, etnografi og kasusstudier. Oslo: Universitetsforlaget. Nyeng, F. (2012). Nøkkelbegreper i forskningsmetode og vitenskapsteori. Bergen, Fagbokforl. Fossland, T. & Thorsen, K. (2010). Livshistorier i teori og praksis. Bergen: Fagbokforlaget. Ringdal, K. (2013). Enhet og mangfold. Samfunnsvitenskapelig forskning og kvantitativ metode. Bergen: Fagbokforlaget. Løkken, G. (2012). Levd observasjon. En vitenskapsteoretisk kommentar til observasjon som forskningsmetode. Oslo: Cappelen Damm as. Aase, T. H. & Fossåskaret. (2014). Skapte virkeligheter. Om produksjon og tolkning av kvalitative data. Oslo: Universitetsforlaget.

Page 37 of 107

MODE OF DELIVERY Face-to-face.

TEACHING ACTIVITIES AND METHODS This topic is organised as a separate course connected to different subjects, where knowledge-theory¿s problem-solving accompanies questions of research method which are being dealt with. Theoretical topics will be illustrated by lectures , casework, the development of experiences, and by discussion in groups or in plenary sessions. This presupposes a considerable amount of individual study, and collective work in meetings.

ASSESSMENT AND EXAMINATIONS Assignment (first instance 2015 autumn). Assignment, worth 0/100 of the grade (first instance 2015 autumn). Compulsory attendance, worth 0/100 of the grade (first instance 2015 autumn).

PRACTICE n/a

OVERLAPPING COURSES ST304L Philosophy of Science and Research Methodology - 20 study points. ST304L-001 Philosophy of Science and Research Methodology - 20 study points.

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 38 of 107

Research and Contemporary Debates ST312L This subject gives knowledge of new research and up-to-date topics within the field of special-needs education. Current questions may be research connected with initiative in special-needs pedagogics, special-needs education, culture, society, ethnicity, socialisation, problems in training, relationships between the home and educational establishments. No costs except semester registration fee and syllabus literature.

RESEARCH AND CONTEMPORARY DEBATES ST312L ECTS Credits

10

Year of study

5th study year

Level

Graduate degrees

Course location

Bodø.

Course type

Compulsory.

Faculty

Start semester

Autumn 2019/spring 2020

Faculty of Professional Studies

Teaching language Application deadline

JAN BIRGER JOHANSEN Course coordinator Timelønnet 1013 Professor E-mail: [email protected]

LEARNING OUTCOMES This subject offers the following outcomes: Knowledge: the candidates shall on successful completion of the course have: A thorough knowledge of current practical and locally important research topics in special-needs education and related subject areas Good knowledge of Northern Norwegian relations with the neighbouring High North A broad insight into other present-day local. regional. national and international research topics Skills: Candidates shall on successful completion of the course be able: to reflect critically on their own progress to employ this knowledge to reflect on practical research topics, both of local, regional and international levels to analyse different cultures in the northern area in respect of background and ideology General Competence: Candidates shall be able to use their proficiency in building up their own levels of competence

Page 39 of 107

RECOMMENDED OR REQUIRED READING Recommended or required reading: The required reading consists of 500 pages of text, self-chosen reading according to given criteria. The criteria for these pages are as follows: the students¿ chosen reading shall have breadth, and show that they are up-to-date in the subject, they shall have read current researched-based special-needs-pedagogical, pedagogical, or similarly related articles, books, official reports etc. Students shall demonstrate knowledge of the subject area¿s most recent agenda. The reading list shall not include a student¿s own master¿s thesis, and ought not to overlap the reading list connected with that for the master¿s thesis

For `articles¿, the periodicals Spesial pedagogikk, Utdanning, Psykoligi i kommunen, and Bedre skole are examples of current periodicals, and possibly other international periodicals.

1.The list must include at least 75 pages from articles dating from the last three years

2. The list can include pages from serious researchers/organisations. Give the internet address, together with, if possible, the publisher¿s name , and the year and date you found this on the Internet ¿ give these details with the text.

3. The list can include recent books on special-needs education; for example, collection of articles not older than 5 years.

4.The list must be formally presented. The number of pages must be given for each article.

5. The titles on the list must be of a relatively high professional standard and, above all, research-based. Titles that are used on a lower level (Special-needs Pedagogics2, teaching, pre-school teaching and the like) are not acceptable.

6. At least 60 pages must be in English.

7. The number of pages shall be totalled.

This topic is usually taken in the third semester, with an individual oral examination. The time of this is decided by the student advisor. The reading list must be approved by 10 days , at the latest, before the oral examination.

MODE OF DELIVERY Face-to-face.

TEACHING ACTIVITIES AND METHODS Various, including lectures and discussion in groups or in plenary session.

ASSESSMENT AND EXAMINATIONS Oral examination (first instance 2015 autumn). Compulsory work, worth 0/100 of the grade (first instance 2015 autumn).

PRACTICE n/a

Page 40 of 107

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 41 of 107

(English for Teacher Education 1-7)

English Language SPR150L At the completion of this course the students will have gained understanding of the different aspects of language and how it is acquired, developed and used. The goal of this course is to introduce the students to the different aspects of English Linguistics, like morphology, syntax, semantics, phonetics and phonology. In addition subjects like language acquisition, dialects and historical linguistics are included. This course also includes a literary component that is included to challenge the students own language development. No costs except semester registration fee and syllabus literature.

ENGLISH LANGUAGE S P R 1 5 0 L ECTS Credits

15

Year of study

1st study year

Level

Undergraduate degrees

Course location

Bodø

Faculty

Faculty of Professional Studies

Course type

Compulsory

Start semester

Autumn 2015/spring 2016

Teaching language

PATRIK BYE Course coordinator Førsteamanuensis E-mail: [email protected]

Application deadline

LEARNING OUTCOMES On successful completion of the course the student should: Knowledge: have knowledge of the sound system of English, its vocabulary, and its grammatical structure, focusing on the differences and similarities between English and Norwegian, as well as insight into cultural conventions of language use have knowledge of how language is acquired and developed in a contemporary as well as a historical perspective have knowledge of children's language learning in a second language perspective, language learning theories as well as strategies, methods and evaluation tools that promote language development have knowledge of ways of living and culture in English speaking countries, focusing on texts for children and tweens that promote intercultural learning, as well as insight into texts well suited for teaching have knowledge of genres and their central characteristics, as well as the norms for academic writing, responsible use of sources and personal privacy Skills: be able to use English confidently and functionally, both orally and in writing appropriate to the audience in different situations, and be a good language model for his or her pupils be able to guide their pupils in their language development through making them aware of how the language is built up, so that they make use of differences and similarities between their first language and English have knowledge about conventions for correct language use in English and be able to explain how the language works be able to explain how language is used in different situations be able to use subject knowledge didactically and thoughtfully in relation to the current national curriculum and critically evaluate ones own teaching General competence: be able to deliberate relevant subject material and communicate in English in such a way that is adapted to the target audience be able to reflect on one's own learning and practice in relation to ethical values and the schools responsibility for children and tweens personal growth

Page 42 of 107

PREREQUISITIES Higher Education Entrance Qualification, acceptance into the teacher training program, or, for in-service teachers, completed teacher education.

RECOMMENDED PRIOR KNOWLEDGE Students are recommended to familiarize themselves with the following before the start of term: Nordgård, Torbjørn (red) Innføring i språkvitenskap. AdNotam Gyldendag 1998 Chapter 2, og parts of chapter 1 paragraph 1 og 2), chaper 3 (p 60 - 111), chapter 4 (p.132-181) and chapter 7 (paragraph 1, 2, and page 270 - 282) Slethei, Kolbjørn: Grunnbok i fonetikk for språkstudenter Cappelen akademiske forlag 1996 (Chapter 2 and 5 and parts of chapter 1 (whole chapter except paragraphs; Firedeling I, Kontinuerlig og diskret.., Egen talekontroll og Forklaring av forklaring) The students should also make sure to acquire and start reading the required course literature before the start of term.

RECOMMENDED OR REQUIRED READING Birketveit, Anna and Gweno Williams. Eds. Literature for the English Classroom. Theory into Practice. Fagbokforlaget. 2013. Curzan, Anne and Michael Adams. How English Works. A Linguistic Introduction. 3rd ed. Pearson. 2012. Burroughs, Augusten. Running with Scissors. Dahl, Roald. Boy. Eggers, Dave. A Staggering Work of Heartbreaking Genius. Satrapi, Marjane. Persepolis. Wolff, Tobias. This Boy's Life.

MODE OF DELIVERY Classes in this course will be taught in four lecture weeks per semester with approximately 8 hours of lectures during each lecture week. In addition there will be weekly activities on line or on campus, which are obligatory. It is also expected that the students have access to the internet and can make use of our digital classroom at Fronter as well as other relevant digital tools. There will be a final exam before the end of the spring semester.

TEACHING ACTIVITIES AND METHODS The teaching will be part lectures, part seminars and there will also be time for tutoring outside of class.

ASSESSMENT AND EXAMINATIONS Written examination, 4 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).

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.

OVERLAPPING COURSES SP155L English Language for Teacher Education 5-10 - 15 study points. SP170L English Language - 15 study points. SP190L English language for Teacher Students 1-10 - 15 study points. SP107L-001 Written supervised examination - 10.5 study points. SP216L Linguistics - Language Acquisition - 6 study points. SP216L-001 Language Acquisition, written exam - 6 study points.

Page 43 of 107

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 44 of 107

(English for Teacher Education 1-7)

English Didactics SPR151L This course aims to prepare the students to teach English in primary school. The students will acquire knowledge of why and how engage learners in different kinds of learning activities in and outside the classroom. No costs except semester registration fee and syllabus literature.

ENGLISH DIDACTICS SPR151L ECTS Credits

15

Year of study

2nd study year

Level

Undergraduate degrees

Course location

Bodø

Faculty

Course type

Compulsory

Faculty of Professional Studies

Start semester

Autumn 2016/spring 2017

Page 45 of 107

Teaching language Application deadline

IAN HARKNESS Course coordinator Førstelektor Phone: +47 75 51 74 32 E-mail: [email protected]

LEARNING OUTCOMES On successful completion of the course the student should: Knowledge: have knowledge of how to teach beginners in English and the challenges of the transition between beginners and intermediate learners have knowledge about the importance of the basic skills, impact on learning and development and processes that can promote this in the subject of English have knowledge of children's language acquisition from a second language perspective, second language acquisition theories and strategies, methods, evaluation tools, and evaluation methods that promote language development have knowledge of the current Norwegian national curriculum for the subject of English and its relation to the Common European Framework of Reference for Languages have knowledge of different textbooks and other didactic material that may be used in schools have knowledge of different international and national tests and screening tools have knowledge of adapted language training for the designated age group have knowledge of ways of living and expressions of culture in English-speaking countries, with an emphasis on texts for children and adolescents that promote intercultural learning, as well as knowledge of how to use texts to stimulate language learning in teaching be familiar with literary genres and their central characteristics, as well as norms for academic writing, which includes responsible use of sources, with respect to a subject's right to privacy when applicable have an understanding of the learning potential of different learning arenas, such as digital media, and how these may contribute at the 1-7 grade level Skills: be able to use English confidently and functionally, both orally and in writing appropriate to the audience in different situations, and be a good language model for his or her pupils be able to plan, lead and evaluate pupils' work in such a way that considers diversity in the group of pupils, with reference to their diverse needs and cultural and language backgrounds be able to guide their pupils in their language development through making them aware of how the language is built up, so that they make use of differences and similarities between their first language and English; be able to promote a safe learning environment with varied, differentiated, and meaningful learning activities that promote the development of listening, writing, reading, and speaking, as well as a gradually growing vocabulary, for all students be able to evaluate students to promote learning be able to utilize didactic knowledge and reflect on its relationship to the current curriculum, and ultimately evaluate critically their own teaching be able to evaluate critically textbooks and other teaching material be able to provide for pupils' work with texts in English and their exploration of ways of living and cultural expressions in English-speaking countries seen in relation to their own culture, focusing on written, oral and connected texts for children be able to use digital tools to promote language learning and deliberation of subject material General competence: be able to deliberate relevant subject material and communicate in English in such a way that is adapted to the target audience be able to reflect on his or her own learning and praxis in relation to ethical values and the school's responsibility for children's and adolescents' personal growth be able to work independently and together with others to solve identified problems in relation to the student's learning and development in the subject of English

PREREQUISITIES Higher Education Entrance Qualification, acceptance into the teacher training program, or, for in-service teachers, completed teacher education.

RECOMMENDED PRIOR KNOWLEDGE We recommend that students have achieved a grade 4 (C) or better in English in Norwegian upper secondary school or are at the B1-B2 level of language to start this course.

RECOMMENDED OR REQUIRED READING Munden, Juliet and Astrid Myhre. Twinkle Twinkle, English 1-4. ISBN 9788202483760 Hasselgreen, Angela, Ion Drew and Bjørn Sørheim. The Young Language Learner: Research-based Insights into Teaching and Learning. ISBN 9788245011975 Lightbown, Patsy M. and Nina Spada. How Languages are Learned. ISBN 9780194541268 Drew, Ion & Bjørn Sørheim. English Teaching Strategies. ISBN 9788252173840 Birketveit, Anna and Gweno Williams. Literature for the English Classroom. ISBN 9788245013825

Page 46 of 107

MODE OF DELIVERY Classes in this course will be taught in four lecture weeks per semester with approximately 8 hours of lectures during each lecture week. In addition there will be weekly activities on line or on campus, which are obligatory. It is also expected that the students have access to the internet and can make use of our digital classroom at Fronter as well as other relevant digital tools. There will be a final exam before the end of the spring semester.

TEACHING ACTIVITIES AND METHODS The teaching will be part lectures, part seminars and there will also be time for tutoring outside of class.

ASSESSMENT AND EXAMINATIONS Compound evaluation (first instance 2015 autumn). Compulsory attendance, worth 0/100 of the grade (first instance 2015 autumn). Mandatory work, worth 0/100 of the grade (first instance 2015 autumn). Portfolio, worth 40/100 of the grade (first instance 2015 autumn). Oral examination, 30 Minutes. Worth 60/100 of the grade (first instance 2015 autumn).

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.

OVERLAPPING COURSES SP154L English Didactics for Teacher Education 1-7 - 15 study points. SP108L Didactics for English Lanuage Teachers - 10.5 study points. SP216L Linguistics - Language Acquisition - 6 study points. SP216L-001 Language Acquisition, written exam - 6 study points.

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 47 of 107

(Music for Teacher Education 1-7)

Music in school 1A 1-7 MU150L Music education Planning, implementation and evaluation of the teaching of music in accordance with current curriculum regulations for primary schools LOM 1A (Listening And Music Orientation 1A) Basic audio training Basic musical theory Use of digital aids KIM 1A (Composition, improvisation and music technology 1A) Knowledge of improvisation, composition and creating music in various ways The use of analogue and digital musical instruments and technical and electronic aids to enable musical creation, dissemination activities and music education Notation of the student's own compositions and arrangements of musical material Singing/Playing instruments Develop your voice Piano or guitar as an accompanying instrument Basic introduction to drums, bass and piano/guitar Basic introduction to musical interaction No tuition costs. Semester fee. Literature and data equipment, plus any purchase of instruments.

M U S I C I N S C H O O L 1 A 1 - 7 MU150L ECTS Credits

15

Year of study

1st study year

Level

Undergraduate degrees

Course location

Bodø

Faculty

Faculty of Professional Studies

Course type

Elective

Start semester

Autumn 2015/spring 2016

Page 48 of 107

Teaching language Application deadline

RUNE ASGEIR MATHISEN Course coordinator Professor Phone: +47 75 51 73 23 E-mail: [email protected]

LEARNING OUTCOMES On successful completion of the course the student should: Knowledge: have skills and attitudes that lead to personal growth and provides the attainment of a music professional and educational foundation for being a teacher in primary school have an understanding of the aesthetic dimension and the knowledge and experience of music as a creative activity have knowledge of music as a cultural expression and social phenomenon, previously and now have knowledge of the use of analog and digital instruments and technical and electronic aids Skills: have trained aesthetic and qualitative judgment have developed musically acumen in handling different types of music and can see this in the context of children and young people's musical development and the music young people face in their everyday lives have developed basic singing and instrumental skills have developed skills in the use of analog and digital instruments and technical and electronic aids General competence: have developed a reflective attitude towards the subject, pupils and teaching and gained confidence in its own potential as a teacher and an interest in further development of the subject have developed the ability to conduct musical activities within and outside the school environment and be able to use music as part of the theme and project

PREREQUISITIES Higher Education Entrance Qualification, acceptance into the teacher training program, or, for in-service teachers, completed teacher education.

RECOMMENDED PRIOR KNOWLEDGE None

RECOMMENDED OR REQUIRED READING (In Norwegian) Knut Djupdal: Musikkteori (Gyldendal) Ingrid Marie Hanken og Geir Johansen: Musikkundervisningens didaktikk (Cappelen) Odd-Magne Bøe: Musikkdidaktikk for grunnskolen (Universitetsforlaget) Kai Lennert Johansen: Komponering, Kunnskap & kreativitet (Musikk i skolen)

MODE OF DELIVERY Face-to-face, distance learning combined with concentrated teaching sessions on campus.

TEACHING ACTIVITIES AND METHODS Lectures, practice sessions, seminars, tutored assignment work, practice, self-study, presentations, performance etc.

ASSESSMENT AND EXAMINATIONS Practical examination, 1 Days (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).

PRACTICE See program description.

Page 49 of 107

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 50 of 107

(Music for Teacher Education 1-7)

Music in school 1B MU154L Music education Planning, implementation and evaluation of the teaching of music in accordance with current curriculum regulations for primary schools LOM 1A (Listening And Music Orientation 1A) Basic audio training Basic musical theory Use of digital aids KIM 1A (Composition, improvisation and music technology 1A) Knowledge of improvisation, composition and creating music in various ways The use of analogue and digital musical instruments and technical and electronic aids to enable musical creation, dissemination activities and music education Notation of the student's own compositions and arrangements of musical material Singing/Playing instruments Develop your voice Piano or guitar as an accompanying instrument Basic introduction to drums, bass and piano/guitar Basic introduction to musical interaction No tuition costs. Semester fee, literature and data equipment, plus any purchase of instruments.

M U S I C I N S C H O O L 1 B MU154L ECTS Credits

15

Year of study

2nd study year

Level

Undergraduate degrees

Course location

Bodø

Faculty

Faculty of Professional Studies

Course type

Elective

Start semester

Autumn 2016/spring 2017

Page 51 of 107

Teaching language Application deadline

OLA KÅRE MIKKELSEN Course coordinator Universitetslektor Phone: +47 75 51 77 09 E-mail: [email protected]

LEARNING OUTCOMES On successful completion of the course the student should: Knowledge: have skills and attitudes that lead to personal growth and provides the attainment of a music professional and educational foundation for being a teacher in primary school have an understanding of the aesthetic dimension and the knowledge and experience of music as a creative activity have knowledge of music as a cultural expression and social phenomenon, previously and now knowledge of the use of analog and digital instruments and technical and electronic aids Skills: have trained aesthetic and qualitative judgment have developed musically acumen in handling different types of music and can see this in the context of children and young people's musical development and the music young people face in their everyday lives have developed basic singing and instrumental skills have developed skills in the use of analog and digital instruments and technical and electronic aids General competence: have developed a reflective attitude towards the subject, pupils and teaching and gained confidence in its own potential as a teacher and an interest in further development of the subject have developed the ability to conduct musical activities within and outside the school environment and be able to use music as part of the theme and project

PREREQUISITIES Acceptance into the teacher training program, or, for in-service teachers, completed teacher education.

RECOMMENDED PRIOR KNOWLEDGE Ingen

RECOMMENDED OR REQUIRED READING (In Norwegian) Knut Djupdal: Musikkteori (Gyldendal) Ingrid Marie Hanken og Geir Johansen: Musikkundervisningens didaktikk (Cappelen) Odd-Magne Bøe: Musikkdidaktikk for grunnskolen (Universitetsforlaget) Kai Lennert Johansen: Komponering, Kunnskap & kreativitet (Musikk i skolen)

MODE OF DELIVERY Face-to-face, distance learning combined with session-based teaching on campus.

TEACHING ACTIVITIES AND METHODS Lectures, practice sessions, seminars, tutored assignment work, practice, self-study, presentations, performance etc.

ASSESSMENT AND EXAMINATIONS Compound evaluation (first instance 2015 autumn). Compulsory attendance, worth 0/100 of the grade (first instance 2015 autumn). Portfolio, 2 Semesters. Worth 30/100 of the grade (first instance 2015 autumn). Written examination, 4 Hours. Worth 30/100 of the grade (first instance 2015 autumn). Practical assignment, 1 Days. Worth 40/100 of the grade (first instance 2015 autumn).

Page 52 of 107

PRACTICE See program description.

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 53 of 107

(Science for Teacher Education 1-7)

School science 1 part 1 NA168L School Science 1 Part 1 will contribute to qualify for activity-based and adaptive learning in primary school science. Emphasis is placed on practical experiences with experiments / trials and nature activities, documentation of the practical activities and reflection that links the practical activities of academic and science didactic theory. The course is organized in three sessions for students in both GLU1 1-7 and GLU1 5-10. The content is largely organized on the basis of the main areas in LK06s science. The main areas in Science 1 part 1 is: "Scientist", "Diversity in nature" and "Phenomena and elements". Small excursions can provide cost up to 1000 NOK-, Material costs between period activities may provide cost up to 400 NOK. The course assumes that students disposes digital camera and have access to computer. This is in addition to tuition and litterature.

S C H O O L S C I E N C E 1 P A R T 1 NA168L ECTS Credits

15

Year of study

1st study year

Level

Undergraduate degrees

Course location

Bodø

Faculty

Course type

Elective

Faculty of Professional Studies

Start semester

Autumn 2015/spring 2016

Page 54 of 107

Teaching language Application deadline

LEONIE JOHANN Course coordinator Universitetslektor Phone: +47 75 51 70 42 E-mail: [email protected]

LEARNING OUTCOMES On successful completion of the course the student should: Knowledge: have knowledge of common justifications for science's place in school have knowledge of natural science methods and ways of thinking have knowledge about everyday events related to relevant litterature keep track of names, properties, and characteristics of some common species / groups of organisms understand how the interaction takes place within and between ecosystem biotic and abiotic components have an understanding of how ecosystems can change over time, both as a result of natural and anthropogenic influences, as well as its consequences for biodiversity have knowledge of the naming, structure and properties of common chemical substances and how the periodic table can be used to explain this knowledge of chemical reactions on macro- and micro-level Skills: be able to plan, implement and evaluate teaching in science have strategies to detect and adjust students' everyday conceptions be able to apply science knowledge in conversations with students about nature and natural science phenomena be able to apply relevant science equipment, models and practical activities to support students' learning be able to apply diverse teaching methods inside and outside, which promotes pupils' curiosity and learning in science be able to facilitate science education that promotes all the basic skills General competence: have insight into how the current curriculum for primary schools can be used as a basis for science education knows the requirements for safety in science education, and can apply these in teaching

PREREQUISITIES Acceptance into the teacher training program, or, for in-service teachers, completed teacher education.

RECOMMENDED PRIOR KNOWLEDGE Not applicable.

RECOMMENDED OR REQUIRED READING In Norwegian Grindeland, J.-M., Lyngved, R. og Tandberg, C. (2011) Biologi for lærere. Gyldendal Akademisk, Oslo. Utgis våren 2011. Hannisdal, M. og Ringnes, V. (2011) Kjemi for lærere. Gyldendal Akademisk, Oslo. Utgis våren 2011. Isnes, A. og T. Kristensen (2010) Sikkerhet i naturfagundervisningen. Versjon 4 - 5.nov 2010. Publisert på http://www.naturfag.no/binfil/download.php?did=1431 Kompendier Naturfag 1 del 1 (Nødvendig stoff som ikke inngår i de nye lærebøkene må samles i kompendier, antall foreløpig ikke fastsatt)

MODE OF DELIVERY Session-based teaching and online.

TEACHING ACTIVITIES AND METHODS Teaching is divided between web lectures, online meetings / seminar groups, sessions at the university and use of Fronter in between periods. A minimum of 75% participation in teaching sessions and online meetings / seminar groups is required. Teaching sessions will be used for laboratory work, lecture / conversation lessons, mini excursions / field work, supervised work with reports and assignments. Students may also receive individual supervision via Fronter, mail and telephone between meetings.

Testing and discussion of relevant elementary science activities are central to the topic and must be documented in the form of reports. Guidelines and criteria for the reports is given under "Assessment methods". There will be deadlines between sessions that must be met to obtain feedback on the report contents before final assessment.

Page 55 of 107

ASSESSMENT AND EXAMINATIONS Oral examination, 30 Minutes (first instance 2015 autumn). Mandatory work, worth 0/100 of the grade (first instance 2015 autumn). Compulsory attendance, worth 0/100 of the grade (first instance 2015 autumn).

PRACTICE See program description.

OVERLAPPING COURSES NA153L School science 1 part 1 - 15 study points.

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 56 of 107

(Science for Teacher Education 1-7)

School science 1 part 2 NA169L School Science 1 Part 2 builds on School Science 1 part 1 and qualifies for activitybased and adaptive learning in primary school science. Emphasis is on practical experiences with experiments / trials and nature activities, documentation of the practical activities and reflection that links the practical activities of academic and science didactic theory. The course is organized in three sessions for students in both GLU1 1-7. The content is largely organized on the basis of the main areas in LK06s science. The main areas in Science 1 part 1 is: "Scientist", "Diversity in nature" and "Phenomena and elements". Small excursions can provide cost up to 1000 NOK, material costs between period activities may provide cost up to 400 NOK. The course assumes that students disposes digital camera and have access to computer. This is in addition to tuition and litterature.

S C H O O L S C I E N C E 1 P A R T 2 NA169L ECTS Credits

15

Year of study

2nd study year

Level

Undergraduate degrees

Course location

Bodø

Faculty

Course type

Elective

Faculty of Professional Studies

Start semester

Autumn 2016/spring 2017

Page 57 of 107

Teaching language Application deadline

LEARNING OUTCOMES On successful completion of the course the student should: Knowledge: have knowledge of basic training and basic competences in science have knowledge of the main features of the geological evolution of the Earth be familiar with the concept of sustainable development and environmental issues related to biodiversity have knowledge of the names, attributes and characteristics of the common minerals and rocks have knowledge of natural and anthropogenic factors that shape populations, habitats and ecosystems, and may be based on local examples have knowledge of simple chemical reactions on Macro and micro-level have knowledge of important substances cycle in nature have knowledge of the physical phenomena at the macro and micro levels related to water, air, sound and light have knowledge of the energy concept and can relate it to specific examples from the natural sciences have knowledge of common weather elements and local weather phenomena have an overview of the body's organ systems and major functions with special focus on human senses have knowledge of the links between health and lifestyle have knowledge of human development from conception to adulthood have knowledge of Earth's extreme seasonal and diurnal, lunar phases, solar and lunar eclipse Skills: be able to assess student achievement and provide learning-oriented feedback be able to discuss issues in science education related to customized training and teaching in a multicultural environment be able to use the results of science didactic research in the planning, implementation and evaluation of teaching be able to design and create technological products, and assess products and processes be able to use the natural sciences as supplementary in interdisciplinary and multidisciplinary contexts be able to use science as a basis for the development of pupils' knowledge of sustainable development and global environmental challenges General competence: have a good understanding of their own role and practice as a science teacher have knowledge of relevant technical and ethical issues

PREREQUISITIES Acceptance into the teacher training program, or, for in-service teachers, completed teacher education.

RECOMMENDED PRIOR KNOWLEDGE The student should have completed NA168L School science 1 part 2 or equalent.

RECOMMENDED OR REQUIRED READING Grindeland, J.-M., Lyngved, R. og Tandberg, C. (2011) Biologi for lærere. Gyldendal Akademisk, Oslo. Utgis våren 2011. Hannisdal, M. og Ringnes, V. (2011) Kjemi for lærere. Gyldendal Akademisk, Oslo. Utgis våren 2011. Compendium

MODE OF DELIVERY Session-based teaching and online.

TEACHING ACTIVITIES AND METHODS Teaching is divided between web lectures, online meetings / seminar groups, sessions at the university and use of Fronter in between periods. A minimum of 75% participation in teaching sessions and online meetings / seminar groups is required. Teaching sessions will be used for laboratory work, lecture / conversation lessons, mini excursions / field work, supervised work with reports and assignments. Students may also receive individual supervision via Fronter, mail and telephone between meetings.

Testing and discussion of relevant elementary science activities are central to the topic and must be documented in the form of reports. Guidelines and criteria for the reports is given under "Assessment methods". There will be deadlines between sessions that must be met to obtain feedback on the report contents before final assessment.

Page 58 of 107

ASSESSMENT AND EXAMINATIONS Written examination, 6 Hours (first instance 2015 autumn). Mandatory work, worth 0/100 of the grade (first instance 2015 autumn). Compulsory attendance, worth 0/100 of the grade (first instance 2015 autumn).

PRACTICE See program description.

OVERLAPPING COURSES NA165L School science 1 part 2 - 15 study points.

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 59 of 107

(Music for Teacher Education 1-7)

Music in school 2 MU255L MUSIC SUBJECTS Training, creation, dissemination and experience in the music profession in the light of the "core curriculum in music". Here, amongst other topics, music education, music theory, arranging, composing, improvisation and digital literacy will be included as tools for generating creative activity. SINGING/PLAYING INSTRUMENTS Developing your voice Piano or guitar as an accompanying instrument Basic introduction to drums, bass and piano/guitar Musical interaction and management of interaction Semester registration fee, syllabus literature and possible purchases of instruments.

M U S I C I N S C H O O L 2 MU255L ECTS Credits

30

Year of study

3rd study year

Level

Undergraduate degrees

Course location

Bodø

Faculty

Course type

Elective

Faculty of Professional Studies

Start semester

Autumn 2017/spring 2018

Teaching language Application deadline

BJØRN ANDOR DRAGE Course coordinator Professor Phone: +47 75 51 77 83 E-mail: [email protected]

LEARNING OUTCOMES On successful completion of the course the student should: Knowledge: have skills and attitudes that lead to personal growth and provides the attainment of a music professional and educational foundation for being a teacher in primary school have an understanding of the aesthetic dimension and the knowledge and experience of music as a creative activity have knowledge of music as a cultural expression and social phenomenon ¿ previously and now have knowledge of the use of analog and digital instruments and technical and electronic aids have knowledge of digital learning resources for use in primary schools and informal learning processes outside school Skills: have trained aesthetic and qualitative judgment have developed musically acumen in handling different types of music and can see this in the context of children and young people's musical development and the music young people face in their everyday lives have developed basic singing and instrumental skills have developed skills in the use of analog and digital instruments and technical and electronic aids be able to use digital learning resources for use in primary schools and informal learning processes outside school have developed skills in arranging music for use in primary school General competence: have developed a reflective attitude towards the subject, pupils and teaching and gained confidence in its own potential as a teacher and an interest in further development of the subject have developed the ability to conduct musical activities within and outside the school environment and be able to use music as part of the theme and project

Page 60 of 107

PREREQUISITIES Acceptance into the teacher training program, or, for in-service teachers, completed teacher education. Completed Music in school part 1 (MU150L) and two (MU154L) or equalent.

RECOMMENDED PRIOR KNOWLEDGE Working with music or teaching is a benefit, but not a requirement.

RECOMMENDED OR REQUIRED READING In Norwegian. Sætre, Jon Helge & Salvesen, Geir(red)(2010): Allmenn musikkundervisning. NB utvalgte kapitler Kompendium Utdannings- og forskningsdepartementet: Kunnskapsløftet. Oslo. Recomended litterature (not on the reading list): Torunn Bakken Hauge / Catharina Christophersen: Rytmisk musikkpedagogikk i grunnskolen. Bergen: Fagbokforlaget. Peter Bastian: Inn i musikken. Gydendal. Jon-Roar Bjørkvold: Det musiske menneske. Utvidet 2005-utgave. Freidig forlag.

MODE OF DELIVERY Face-to-face, distance learning combined with concentrated teaching sessions on campus.

TEACHING ACTIVITIES AND METHODS Lectures, practice sessions, seminars, tutored assignment work, practice, self-study, presentations, performance etc.

ASSESSMENT AND EXAMINATIONS Compound evaluation (first instance 2015 autumn). Compulsory attendance, worth 0/100 of the grade (first instance 2015 autumn). Portfolio, worth 30/100 of the grade (first instance 2015 autumn). Portfolio, worth 30/100 of the grade (first instance 2015 autumn). Practical examination, 1 Days. Worth 40/100 of the grade (first instance 2015 autumn).

PRACTICE See program description.

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 61 of 107

(English for Teacher Education 1-7)

American Studies for Teacher Education 17 SP138L American Studies is designed to make the student conversant with the canonical literary tradition of the United States, as well as provide him or her with the variegated social, cultural, and historical contexts for each work. In addition, the student will be introduced to a wide selection of American young-adult fiction placed in a critical and didactic context. No costs except semester registration fee and syllabus literature.

AMERICAN STUDIES FOR TEACHER EDUCATION 1-7 SP138L ECTS Credits

15

Year of study

3rd study year

Level

Undergraduate degrees

Course location

Bodø

Faculty

Course type

Elective

Faculty of Professional Studies

Start semester

Autumn 2017

Teaching language Application deadline

JESSICA ALLEN HANSSEN Course coordinator Førsteamanuensis Phone: +47 75 51 77 78 E-mail: [email protected]

LEARNING OUTCOMES On successful completion of the course the student should: Knowledge: have knowledge of the social life, history, and a wide variety of cultural expressions in English-speaking countries, especially central works in the American literary tradition have knowledge of textual structure and linguistic devices and of critical and analytical approaches to both literary and non-literary texts have knowledge of textual genres and their characteristics, as well as norms for the production of academic texts and the responsible use of sources have knowledge of some English linguistic variants Skills: be able to use English confidently and functionally, both orally and in writing, appropriate to the audience in different situations be able to use English confidently and functionally, orally and in writing, in various situations and genres with precision, fluency, and coherence be able to adapt, select, and facilitate the work on English-language texts for children and young adults, as well as employing relevant and precise terminology while working with texts be able to facilitate student creation of oral, written, and multimodal texts with fluency, precision, and coherency be able to explore the social, historical, and cultural history of English-speaking countries General competence: be able to maintain and develop his or her own linguistic competence be able to work independently with various topical problems be able to work independently and together with others to solve identified problems in relation to the student's learning and development in the subject of English

Page 62 of 107

PREREQUISITIES Acceptance into the teacher training program, or, for in-service teachers, completed teacher education.

RECOMMENDED PRIOR KNOWLEDGE None

RECOMMENDED OR REQUIRED READING American Culture: An Anthology of Civilization Texts. Alexie, Sherman. The Absolutely True Diary of a Part-time Indian. American Culture: An Anthology of Civilization Texts. The Norton Anthology of American Literature. Chandler, Raymond. The Long Goodbye. Salinger, J.D. The Catcher in the Rye. Thompson, Hunter S. Fear and Loathing in Las Vegas. Twain, Mark. The Adventures of Huckleberry Finn. Yang, Gene. American Born Chinese. Compendium on the contemporary American short-story. Various instructor handouts.

MODE OF DELIVERY This course will be taught in four lecture weeks during the semester with approximately 70 hours of lectures total. There will be a final exam in November/December. In addition it is expected that the students have access to the internet and are able to use our digital classroom at Fronter.

TEACHING ACTIVITIES AND METHODS The teaching will be part lectures, part seminars and there will also be time for tutoring outside of class.

ASSESSMENT AND EXAMINATIONS Compound evaluation (first instance 2015 autumn). Compulsory attendance, worth 0/100 of the grade (first instance 2015 autumn). Compulsory work, worth 0/100 of the grade (first instance 2015 autumn). Home examination, 2 Weeks. Worth 33/100 of the grade (first instance 2015 autumn). Oral examination, 1 Hours. Worth 67/100 of the grade (first instance 2015 autumn).

PRACTICE See program description.

OVERLAPPING COURSES SP109L American Studies, essay 1 - 10 study points. SP109L-003 American Studies, oral exam - 10 study points. SP121L Young Adult Fiction - 5 study points. SP195L American Studies for Teacher Education 5-10 - 15 study points. SP157L American Studies for Teacher Education 5-10 - 15 study points.

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 63 of 107

(English for Teacher Education 1-7)

British Studies for Teacher Education 1-7 SP139L British Studies is designed to make the student conversant with the canonical literary tradition of Great Britain, as well as provide him or her with the variegated social, cultural, and historical contexts for each work. In addition, the student will be introduced to a wide selection of British young-adult fiction placed in a critical and didactic context. A two-week stay at the Norwegian Study Centre in York, England, is an cumpulsory part of this course. Course literature and costs related to the study trip to York, England (approximately NOK 6500, not including personal expenses such as meals and local transportation).

BRITISH STUDIES FOR TEACHER EDUCATION 1-7 SP139L ECTS Credits

15

Year of study

3rd study year

Level

Undergraduate degrees

Course location

Bodø

Faculty

Course type

Elective

Faculty of Professional Studies

Start semester

Spring 2018

Teaching language Application deadline

Page 64 of 107

KEN RUNAR HANSSEN Course coordinator Førsteamanuensis Phone: 75 51 72 62 E-mail: [email protected]

LEARNING OUTCOMES On successful completion of the course the student should: Knowledge: have knowledge of the social life, history, and a wide variety of cultural expressions in English-speaking countries, especially central works in the English-language literary tradition have knowledge of textual structure and linguistic devices and of critical and analytical approaches to both literary and non-literary texts have knowledge of textual genres and their characteristics, as well as norms for the production of academic texts and the responsible use of sources have knowledge of some English linguistic variants have knowledge of how oral and written language can be integrated into inspiring and meaningful activities Skills: be able to use English confidently and functionally, both orally and in writing, appropriate to the audience in different situations and be a good language model for students be able to use English confidently and functionally, orally and in writing, in various situations and genres with precision, fluency, and coherence be able to adapt and facilitate students' work with English-language texts and their exploration of life and cultural expression in English-speaking countries seen in relation to their own culture, with an emphasis on written, oral, and multimodal texts for children; be able to adapt and facilitate work on English-language texts for children and young adults in a varied, challenging, and inspiring manner; be able to adapt, select, and facilitate the work on English-language texts for children and young adults, as well as employing relevant and precise terminology while working with texts General competence: be able to maintain and develop his or her own linguistic competence be able to work independently and together with others to solve identified problems in relation to the student's learning and development in the subject of English be able to work independently with various topical problems

PREREQUISITIES Acceptance into the teacher training program, or, for in-service teachers, completed teacher education.

RECOMMENDED PRIOR KNOWLEDGE None

RECOMMENDED OR REQUIRED READING The Norton Anthology of English Literature. Shakespeare, William. Hamlet. Shakespeare, William. The Winter's Tale. Smith, Zadie. White Teeth. Haddon, Mark. The Curious Incident of the Dog in the Night-Time. Pullman, Phillip. The Golden Compass. Rosoff, Meg. How I Live Now. Townsend, Sue. The Secret Diary of Adrian Mole, Aged 13 3¿4. Various instructor handouts.

MODE OF DELIVERY This course will be taught in four lecture weeks during the semester with approximately 70 hours of lectures total. There will be a final exam in May/June. In addition it is expected that the students have access to the internet and are able to use our digital classroom at Fronter.

TEACHING ACTIVITIES AND METHODS The teaching will be part lectures, part seminars and there will also be time for tutoring outside of class.

Page 65 of 107

PRACTICE See program description.

OVERLAPPING COURSES SP102L-001 British Studies - superwised written examination - 10 study points. SP121L Young Adult Fiction - 5 study points. SP102L British Studies - 10 study points. SP198L British Studies for Teacher Education 5-10 - 15 study points. SP156L British Studies for Teacher Education 5-10 - 15 study points.

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 66 of 107

(Science for Teacher Education 1-7)

School science 2 part 1 NA255L School Science 2 builds on School Science 1 and qualifies for activity-based and adaptive learning in primary school science. Emphasis is on practical experiences with experiments/trials and nature activities, documentation of the practical activities and reflection that links the practical activities of academic and science didactic theory. The content is largely organized on the basis of the main areas in LK06s science. In addition to tuition and litterature; small excursions can provide cost up to 1000 NOK and material between period activities may provide cost up to 400 NOK. The course assumes that students disposes digital camera and have access to computer.

S C H O O L S C I E N C E 2 P A R T 1 NA255L ECTS Credits

15

Year of study

3rd study year

Level

Undergraduate degrees

Course location

Bodø

Faculty

Course type

Elective

Faculty of Professional Studies

Start semester

Autumn 2017

Teaching language Application deadline

Page 67 of 107

ANA VASSILEVA BORISSOVA Course coordinator Førsteamanuensis Phone: +47 75 51 77 12 E-mail: [email protected]

LEARNING OUTCOMES On successful completion of the course the student should: Knowledge: have knowledge of the causes of uncertainty and errors in measurements and results, and how these are assessed and managed be familiar with examples of how the sciences have evolved through history have a comprehensive understanding of the principles and mechanisms of biological evolution, and evolution as the foundation for modern biology have knowledge of the most important substances cycle in nature, and how this can be linked to environmental issues and other key areas in science have good knowledge of some local and global environmental challenges have knowledge of the major weather systems that determine much of the weather and climate in Norway, and how weather and climate affect the nature and society have knowledge of the structure of important groups of organic chemicals and properties, as well as their importance for living organisms and the environment have knowledge of basic magnetism, electronics, electricity and electrical energy system, and know the relevant experiments and simple calculations have good knowledge about energy conservation, power quality, renewable and non-renewable energy sources have knowledge of the forces of nature, atomic and nuclear physics, and social and ethical issues related to the utilization of nuclear energy have knowledge of examples of technology that have led to great leaps in history Skills: be able to develop educational programs that promote students' curiosity and learning in science be able to apply relevant science equipment, models, and practical activities be able to perform a comprehensive assessment practices and provide customized feedback General competence: have a good understanding of their own role and practice as a science teacher have knowledge of relevant technical and ethical issues

PREREQUISITIES Admission to Lower secondary teacher education grades 5-10, or, for in-service teachers, completed teacher education. Completed NA168L school science 1 part 1 and NA170 School science 1 part 2.

RECOMMENDED PRIOR KNOWLEDGE Didactics and pedogogical knowledge.

RECOMMENDED OR REQUIRED READING Grindeland, J.-M., Lyngved, R. og Tandberg, C. (2011) Biologi for lærere. Gyldendal Akademisk, Oslo. 2011. Hannisdal, M. og Ringnes, V. (2011) Kjemi for lærere. Gyldendal Akademisk, Oslo. 2013. Angell, C.,Flekkøy E.-G., og Kristiansen J.-R., (2011) Fysikk for lærere, Gyldensal Akademisk, Oslo, 2011

MODE OF DELIVERY Session based teaching with distance learning online.

TEACHING ACTIVITIES AND METHODS Teaching is divided between web lectures, online meetings/seminar groups, sessions at the university and use of Fronter in between periods. A minimum of 75% participation in teaching sessions and online meetings/seminar groups is required. Teaching sessions will be used for laboratory work, lecture/conversation lessons, mini excursions/field work, supervised work with reports and assignments. Students may also receive individual supervision via Fronter, mail and telephone between meetings.

Page 68 of 107

ASSESSMENT AND EXAMINATIONS Compound evaluation (first instance 2015 autumn). Compulsory attendance, worth 0/100 of the grade (first instance 2015 autumn). Portfolio, worth 30/100 of the grade (first instance 2015 autumn). Oral examination, 30 Minutes. Worth 70/100 of the grade (first instance 2015 autumn).

PRACTICE See program description.

OVERLAPPING COURSES NA155L School science 2 part 1 - 7.5 study points. NA156L School science 2 part 2 - 7.5 study points.

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 69 of 107

(Science for Teacher Education 1-7)

School science 2 part 2 NA256L School Science 2 builds on School Science 1 and qualifies for activity-based and adaptive learning in primary school science. Emphasis is on practical experiences with experiments/trials and nature activities, documentation of the practical activities and reflection that links the practical activities of academic and science didactic theory. The course is organized in three sessions. The content is largely organized on the basis of the main areas in LK06s science. In addition to semester fee and syllabus litterature, small excursions can provide cost up to 1000 NOK and material between period activities may provide cost up to 400 NOK. The course assumes that students disposes digital camera and have access to computer.

S C H O O L S C I E N C E 2 P A R T 2 NA256L ECTS Credits

15

Year of study

3rd study year

Level

Undergraduate degrees

Course location

Bodø

Faculty

Faculty of Professional Studies

Course type

Elective

Start semester

Spring 2018

Teaching language Application deadline

Page 70 of 107

ANA VASSILEVA BORISSOVA Course coordinator Førsteamanuensis Phone: +47 75 51 77 12 E-mail: [email protected]

LEARNING OUTCOMES On successful completion of the course the student should: Knowledge: have knowledge of the body's organ systems, fetal development and birth have knowledge of the health aspects related to human physiology have an overview of the effects of drugs and drug-related health damages have knowledge about puberty, sexuality and health issues related to this have knowledge of nutrients and can put these in the context of diet and lifestyle diseases have an overview of cell structure and important life processes, know the differences between cell types and describe how cells divide have an understanding of the DNA molecule's functions as both genetic material and the control and regulation of the cell, and know the mechanisms on how the characteristics of living organisms are influenced by heredity and environment have knowledge of chemicals and their reactions on a quantitative level have knowledge of key laboratory techniques and tests that are relevant to chemistry in everyday life and the environment have knowledge of how the universe has arisen and evolved, and how aeronautics and space research has contributed to knowledge of the solar system and the universe Skills: be able to find, assess and refer to natural science information and technical material, and apply it in teaching and discussions with colleagues be able to plan, execute and evaluate technological and design projects with a multidisciplinary perspective on issues related to the use of electronics be able to use science as a main subject in interdisciplinary and multidisciplinary contexts General competence: have a good understanding of their own role and practice as a science teacher have knowledge of relevant technical and ethical issues

PREREQUISITIES Admission to Lower secondary teacher education grades 5-10, or, for in-service teachers, completed teacher education. Completed NA255L School science 2 part 1.

RECOMMENDED PRIOR KNOWLEDGE Didactics and pedogogical knowledge.

RECOMMENDED OR REQUIRED READING Grindeland, J.-M., Lyngved, R. og Tandberg, C. (2011) Biologi for lærere. Gyldendal Akademisk, Oslo. 2011. Hannisdal, M. og Ringnes, V. (2011) Kjemi for lærere. Gyldendal Akademisk, Oslo. 2013. Angell, C.,Flekkøy E.-G., og Kristiansen J.-R., (2011) Fysikk for lærere, Gyldensal Akademisk, Oslo, 2011.

MODE OF DELIVERY Teaching is divided between web lectures, online meetings/seminar groups, sessions at the university and use of Fronter in between periods. A minimum of 75% participation in teaching sessions and online meetings/seminar groups is required.

TEACHING ACTIVITIES AND METHODS Teaching sessions will be used for laboratory work, lecture/conversation lessons, mini excursions/ field work, supervised work with reports and assignments. Students may also receive individual supervision via Fronter, mail and telephone between meetings

ASSESSMENT AND EXAMINATIONS Compound evaluation (first instance 2016 spring). Compulsory participation , worth 0/100 of the grade (first instance 2016 spring). Portfolio, worth 30/100 of the grade (first instance 2016 spring). Written examination, 6 Hours. Worth 70/100 of the grade (first instance 2016 spring).

Page 71 of 107

PRACTICE See program description.

OVERLAPPING COURSES NA155L School science 2 part 1 - 7.5 study points. NA156L School science 2 part 2 - 7.5 study points.

COURSE EVALUATION There will be an internal evaluation of the course in the middle of the semester and at the end of term. In addition we ask that the students take part in the centrally administered evaluation at the end of term.

Page 72 of 107

(Norwgian for Teacher Education 1-7)

Norwegian Language 2A NO250L In Norwegian 2 with emphasis on ICT and literacy knowledge, students will receive an extended, research-based knowledge of reading and writing and subject didactics, they will work more with the basic skills and a broad range of working methods so that they will receive a deeper understanding of the relationship between subjects, didactics and practice. Semester fee and syllabus costs, as well as costs to the theater, museum, cinema and the like during the academic year.

NORWEGIAN LANGUAGE 2A N O 2 5 0 L ECTS Credits

15

Year of study

3rd study year

Level

Undergraduate degrees

Course location

Bodø

Faculty

Faculty of Professional Studies

Course type

Elective

Start semester

Autumn 2017

Teaching language Application deadline

LEARNING OUTCOMES On successful completion of the course the student should: Knowledge: have a thorough knowledge of theories of reading and writing have knowledge of the functions reading and writing have had and have in our culture have knowledge of the characteristics of verbal communication in various media have knowledge of the linguistic processes of change, both past and present have knowledge of the standardization issues in modern Norwegian have knowledge of the central characters in Norwegian dialects Skills: be able to organize and conduct adapted to reading and writing for the 1st to 7th grade in accordance with professionally reasoned principle, also for pupils with Norwegian as a second language be able to use language and text knowledge actively in the supervision of students in reading and writing process be able to consider and reflect on different kinds of tests in reading and writing and use the result of them to professional development for students be able to facilitate the oral language development for students General competence: be able to evaluate their own practice as a Norwegian teacher and justify assessments have a clear understanding of how the conversation between teacher and students, and students call themselves, can serve as tools for learning

PREREQUISITIES Admission to Lower secondary teacher education grades 1-7, or, for in-service teachers, completed teacher education. Completed at minimum 30 ects of Norwegian language (NO130L and NO134L or equivalent).

Page 73 of 107

RECOMMENDED PRIOR KNOWLEDGE Good langage skills, both written and oral.

RECOMMENDED OR REQUIRED READING Udir, Læreplan i norsk, revidert utgave Udir, Veiledning til læreplan i norsk Udir, Rammeverk for grunnleggende ferdigheter Danielsen, T (2001). Sammenhengende skrift er best i Norsklæraren, nr 2, s. 15-17 Harboe, L. (2010). noRskboka.no. Digitale verktøy i norskfaget. Oslo: Universitetsforlaget. 200 sider Håland, Anne og Lorentzen (2007) Dialogar om tekst. Praktisk arbeid med elevtekstar i norskfaget. Universitetsforlaget 224 sider Løvland, Anne (2007). På mange måtar. Samansette tekstar i skolen, Fagbokforlaget. 150 sider. Tønnessen, E. S. (2010). Sammensatte tekster. Barns tekstpraksis. Oslo: Universitetsforlaget. 270 sider. Jensen, M. (2013). Estetiske læreprosesser i skole, kulturskole og barnehage. Trondheim: Akademika. 130 sider. Artikler: Kvithyld, Trygve (2011). 5 teser om funksjonell respons i Viden om læsning, nr 9 (pdf-fil på Skrivesenteret sine nettsider) Mangen, Anne (2008). Lesing på skjerm i Lesing er. (artikkel på Lesesenteret sine hjemmesider) 3 selvvalgte artikler fra Språknytt www.sprakrad.no som omhandler dialekter, endringsprosesser og normeringsspørsmå

MODE OF DELIVERY The study is organized in sessions, and contains a mixture of teaching face to face and online distance education and guidance.

TEACHING ACTIVITIES AND METHODS Lectures, field trips, session based, full-time, empirical work (6-årsundersøkelsen), various texts to be printed and submitted or published online, as well as oral presentations either by means of ICT, technology, or in the classroom face-to-face.

PRACTICE Practice is compulsory in teacher training and have its own plan. Students who are not enrolled in teacher training (for example, those who are already teachers) may still have tasks that require that there is a class they can be an observer of, or find students who may be interviewed.

COURSE EVALUATION The program evaluated annually by the students through the subject examinations (midterm and final evaluation). The evaluations included as part of the university's quality assurance system.

Page 74 of 107

(Mathematics for Teacher Education 1-7)

Mathematics 2 - part 1 MA262L In this course, the student studies some of the topics from Mathematics 1 in depth. The focus is more concentrated and research oriented than in Mathematics 1. Reasoning and mathematical argumentation will have a central position in the work with the selected mathematical topics. Topics from Mathematics education consist of both general theories in mathematics education and theories connected to the mathematical topics in the course. In addition to semester registration fee and syllabus literature, costs for relevant equipment for online learning: internet access, headset and web camera.

MATHEMATICS 2 - PART 1 MA262L ECTS Credits

15

Year of study

3rd study year

Level

Undergraduate degrees

Course location

Bodø

Faculty

Faculty of Professional Studies

Course type

Elective

Start semester

Autumn 2017

Teaching language Application deadline

LEARNING OUTCOMES On successful completion of the course the student should: Knowledge: have knowledge of research in mathematics education relevant to developing teacher knowledge in mathematics and pupils' learning in grade 17 have knowledge in and about mathematical theorizing connected to the systematical construction of mathematical topics, e.g. plane geometry and number theory have knowledge about how mathematical knowledge is developed through investigations and experiments and subsequent proof have knowledge about different kinds of mathematical proofs, reasoning and models in e.g. algebra, functions and statistics Skills: be able to disseminate special knowledge in a chosen topic in mathematics or mathematics education relevant to grade 1-7 be able to assess pupils' learning in mathematics as a foundation for adapting teaching be able to use varied teaching methods grounded in theory and experience, e.g. choice of tasks, assessment and design of activities Genertal competence: be able to argue mathematically for how and why chosen teaching methods will be a good foundation for learning mathematics be able to give a mathematical assessment of pupils' choices of algorithms and different solution strategies

Page 75 of 107

PREREQUISITIES Completed Matemathics 1 MA138l Mathematics grade 1-7: Numbers, algebra and geometry MA131L Mathematics grade 1-7: Functions, statistics and probability Admission to primary teacher education grades 1-7.

RECOMMENDED PRIOR KNOWLEDGE None

RECOMMENDED OR REQUIRED READING Tvete, K., Petersen, V. (2010) I tallenes verden. Caspar forlag. Bergsten, C., Häggström, J., Lindberg, L. Emanuelsson, G.(1997). Algebra för alla. Nämnaren Tema. Birkeland, P.A., Breiteig, T., Venheim, R.(2012) Matematikk for lærere 2. Universitetsforlaget. 5.utg. kapittel 8. Geometri. Tangenten 2/2004: Alseth, Lindegaard: Perspektivtegning på småskoletrinnet. http://www.caspar.no/tangenten/2004/perspektiv204.pdf GeoGebra - gratis dynamisk matematikkprogram til skolebruk. Oppdateringer av programmet foregår fortløpende, så manualer og opplæringshefter vil være tilgjengelige på www.geogebra.no .

MODE OF DELIVERY Flexible teaching.

TEACHING ACTIVITIES AND METHODS Learning activities: group work where the students work without teacher, and seminars with teacher.

ASSESSMENT AND EXAMINATIONS Written school exam, 5 Hours (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).

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 76 of 107

(Mathematics for Teacher Education 1-7)

Mathematics 2 - part 2 MA263L In this course, the student studies some of the topics from Mathematics 1 in depth. The focus is more concentrated and research oriented than in Mathematics 1. This part of the Mathematics 2 course will focus on the student's own research and development of plans for teaching of different length (both single lessons and longer activities). Topics from Mathematics education consist of both general theories in mathematics education and theories connected to the mathematics education topics in the course. In addition to semester registration fee and syllabus literature, costs for relevant equipment for online learning: internet access, headset and web camera.

MATHEMATICS 2 - PART 2 MA263L ECTS Credits

15

Year of study

3rd study year

Level

Undergraduate degrees

Course location

Bodø

Faculty

Course type

Elective

Faculty of Professional Studies

Start semester

Spring 2018

Teaching language Application deadline

LEARNING OUTCOMES On successful completion of the course the student should: Knowledge: have knowledge of research in mathematics education relevant to developing teacher knowledge in mathematics and pupils' learning in grade 17 have knowledge about the progression in mathematics learning through school, especially the transitions between levels have knowledge about the purpose of and use of assessments of mathematical knowledge have knowledge about quantitaive and qualitative research methods in mathematics education Skills: be able to disseminate special knowledge in a chosen topic in mathematics or mathematics education relevant to grade 1-7 be able to use quantitative and qualitative research methods to do research in mathematics education be able to work systematically with assessments of learning difficulties in mathematics, grounded in theory, e.g. through strategy teaching be able to contribute to local plan work be able to use varied teaching methods grounded in theory and experience, e.g. choice of tasks, assessment and design of activities General competence: be able to initiate and lead local development work in mathematics teaching be able to participate in and contribute to FoU projects and other collaboration projects for developing the mathematics education practice

Page 77 of 107

RECOMMENDED PRIOR KNOWLEDGE MA131L Mathematics grade 1-7: Functions, statistics and probability MA138L Mathematics grade 1-7: Numbers, algebra and geometry MA262L Mathematics 2 - part 1

RECOMMENDED OR REQUIRED READING Holm, Marit (2012): Opplæring i matematikk. Cappelen Damm Akademiske Løwing, Madelein og Kilborn, Wiggo (2013) Kulturmøter i matematikkundervisningen: matematikk på 41 ulike språk. Cappelen Damm Akademiske Petterson, Eva, Wistedt, Inger (2013) Barns matematiske evner - og hvordan de kan utvikles. Cappelen Damm Akademiske 250 pages of chosen litterature connected to the assignment.

MODE OF DELIVERY Session based teaching with online support.

TEACHING ACTIVITIES AND METHODS Learning activities: group work where the students work without teacher, and seminars with teacher.

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 78 of 107

(Specialization)

Norwegian Didactics NO301L The course plan in Norwegian didactics is based on the contents of the basic courses in Norwegian (60 ECTS) in the teacher education.The course focuses on national and international research on reading, writing and literature and language didactics. Part of the study of this topic focuses on the place of Norwegian in Norwegian schools and society, both historically and contemporary. The course also looks at linguistic and literary changes in the Norwegian subject and see them in a Nordic perspective. Norwegian language and literature will also be examined in their interaction with other media and cultural expression in a larger global context. In addition to tuition fee and textbooks, expenses for the relevant equipment for online teaching like headsets and webcams that work satisfactorily, must be expected. Field trip to a Nordic country in the fall semester.

NORWEGIAN DIDACTICS NO301L ECTS Credits

20

Year of study

4th study year

Level

Graduate degrees

Course location

Bodø

Course type

Elective

Faculty

Start semester

Autumn 2018/spring 2019

Faculty of Professional Studies

Teaching language Application deadline

Page 79 of 107

REIDUN BOTTENVANN Course coordinator Universitetslektor Phone: +47 75 51 75 27 E-mail: [email protected]

LEARNING OUTCOMES Knowledge The candidate will

have a thorough knowledge of how today's contemporary Norwegian subject curriculum (curricula, textbooks, etc.) are relative to the subject's historical development in primary and teacher training. Have extensive knowledge of recent research in the field and be able to apply this knowledge in new areas within the Norwegian subject Have good knowledge of the connection between society and a society¿s literary and linguistic expression have a thorough knowledge of the subject Norwegian culture that also takes the multicultural reality seriously Have good knowledge of the use of digital tools and the development of digital competence in the Norwegian subject

Skills The candidate will be able to: analyze and explore relevant Norwegian academic and Norwegian didactic problems and evaluate curricula and various forms of learning resources in the Norwegian subject apply their knowledge and skills in new areas in an independent and critical manner, for example by participating in academic debates on the design of the Norwegian subject locate, assess and refer to relevant litterature , and promote this critically so that it highlights a problem use digital tools in a way that promotes learning

General competence: The candidate will be able to: apply the didactic and scientific knowledge to assess and discuss various issues related to teaching content and form convey extensive independent study and master the subject area of expression recognize innovation and innovation processes and strengthen multicultural dimensions in Norwegian subject facilitate effective work processes that safeguard basic skills such as reading, writing, oral and development of digital competence

PREREQUISITIES Teacher Education or equivalent with at least 60 credits that includes a combination of both Norwegian and Norwegian Didactics.

RECOMMENDED PRIOR KNOWLEDGE The course assumes that students have basic Norwegian didactic knowledge from teacher training or practical pedagogical training.

Page 80 of 107

RECOMMENDED OR REQUIRED READING Teoripensum på totalt 1400 sider. Av dette et selvvalgt pensum på minimum 400 sider knyttet til obligatorisk arbeid og oppgaveskriving. Minst 100 sider av selvvalgt pensum skal være på engelsk. Dette begrunnes med at internasjonal forskning er en viktig del av kurset.

Forslag til pensum Felski, Rita 2009 Uses of Literature, New Jersey, USA (utdrag) Hennig, Åsmund 2010. Litterær forståelse ¿ innføring i litteraturdidaktikk. Oslo. (utdrag) Kvalsvik og L. Aase (red.) 2005 Kulturmøte i tekstar. Litteraturdidaktiske perspektiv. Oslo (utvalgte artikler) Persson, Magnus 2007. Varför lesa litteratur? Om litteraturundervisningen efter den kulturella vändingen. Studentlitteratur (Lund). (utdrag) Rosenblatt, Louise M. 1995. Literature as Exploration, 5. utg. (1938). New York. Finnes i svensk oversettelse: Litteraturläsning som utforskning och upptäcktsresa (2002) med forord av Gun Malmgren. Lund. (utdrag) Greibrokk, Jostein 2007. En teori for norsk litteraturundervisning? I Norsklæreren 2007 (nr 4):24 ¿ 31. Høyringsnotat om endringar i læreplanen i norsk i grunnskolen og i vidaregåande opplæring. 2012. Utdanningsdirektoratet 05.12.2012. Oslo. Larsen, Leif Johan 1991. Ungdommelighet og tyranni. Om Thomas Ziehe og norskfaget. Norsklæreren nr 4 1991:5-16. Læreplan for grunnskole, videregående opplæring og voksenopplæring. Generell del 1996. Oslo. Læreplanverket for den 10-årige grunnskolen 1996. Oslo. Læreplanverket for kunnskapsløftet. Midlertidig utgave juni 2006. 2006. Oslo. Kunnskapsdepartementet. Oslo. [Revidert norskplan 2013] Skirbekk, Gunnar 2012. NORSKFAGET ¿ kva bør gjerast? I Norsklæreren nr 2 2012:35-41. Steinfeld, Torill 2012. Norskplanen som verneplan. Om kulturarv i norskfaget. I Norsklæreren nr 2 2012:29-34. Aasen, Arne Johannes og Nome, Sture (red.) 2005. Det nye norskfaget. Fagbokforlaget, Bergen. Nabospråk: Jens Cramer og Peter Kirkegaard: Dansksproglære for nordmænd Per Mårtenson og Anton Fjeldstad: Svenska för normänn Begge bøkene i nabospråk er tilgjengelige i elektronisk versjon fra Bokhylla Nasjonalbiblioteket http://www.nb.no/nbsok/nb/4d9b4f4850783d9e6508b277d07dcdb3?index=2#0

http://www.nb.no/nbsok/nb/4cfec5ef912e333a98f693e6a4d381c8?index=4#0

Annen aktuell litteratur: Nyere artikler om barne- og ungdomslitteratur Nyere artikler fra forsking innen språk og litteratur, for eksempel fra Edda Elise Seip Tønnesen: Tekst og tegn. Utvalgte kapitler Atle Skaftun: Litteraturens nytteverdi Tekstpensum: Seks verk To romaner (klassiker og samtidsroman), ei sakprega bok, ei samling av utvalgte dikt, en sammensatt tekst samt ei samling av essay og noveller.

Page 81 of 107

MODE OF DELIVERY It will be used a flexible way of working that involves using relevant and diverse programs such as collections of lectures and seminars, and online activities like online meetings, guidelines and other relevant opportunities that promote the course's intentions in relation to learning

TEACHING ACTIVITIES AND METHODS The course puts high demands to the students ability to put themselves into relevant knowledge. There will also be a requirement for the candidate to lead and participate in technical discussions and conduct professional presentations both online and at gatherings.

ASSESSMENT AND EXAMINATIONS Assignment (first instance 2016 autumn). Mandatory work - oral presentation, worth 0/100 of the grade (first instance 2016 autumn). Mandatory work - written works, worth 0/100 of the grade (first instance 2016 autumn). Compulsory attendance , worth 0/100 of the grade (first instance 2016 autumn).

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 82 of 107

(Specialization)

Central elements in inclusive education TO300L The course includes recent research practiced within inclusive education (TPO) and covers inclusive participation / training from different perspectives in kindergarten and/or class context. Basic skills and interdisciplinarity are keys, as well as various challenges related to TPO. The course covers the following perspectives: The child / student as a player in his/her own learning, inclusive education in a differentiated relational perspective, creativity and innovation, multilingual children / pupils and inclusive education, assessment as a creative learning, gender and class, multi-intelligence theory connected with different learning styles and learning strategies, as well as reading comprehension, reading and reading aloud in kindergartens and schools. No costs except semester registration fee and syllabus literature.

CENTRAL ELEMENTS IN INCLUSIVE EDUCATION TO300L ECTS Credits

10

Year of study

4th study year

Level

Graduate degrees

Course location

Bodø.

Course type

Elective

Faculty

Start semester

Autumn 2018

Faculty of Professional Studies

Teaching language Application deadline

MAY-BRITT WAALE Course coordinator Førsteamanuensis Phone: +47 75 51 77 85 E-mail: [email protected]

LEARNING OUTCOMES Knowledge * The student has a good knowledge of how to differentiate education so that children / students receive challenges that suits them * The student has a good knowledge of teacher-child / student relationship in inclusive education * The student has advanced knowledge of how the basic skills (reading, writing, numeracy, oral proficiency and digital skills) are linked to different subjects

* Students can tie principles adapted education to gender, class and ethnicity in kindergarten or school * The student has a good knowledge of reading and reading composite texts Skills ¿ The student can plan, implement and analyze good inclusive education for different learners and groups of children / pupils * Students can reflect on and evaluate various aspects of TPO * Students can associate and relate critically to basic skills in various subjects and topics * Students may organize instruction adapted multilingual children / pupils General competence * Students can apply their knowledge and skills and strengthen efforts adapted education in kindergarten or school * Students can contribute to innovation in relation to adapted education as a fundamental principle * Students can help to improve services for multilingual children / pupils

Page 83 of 107

PREREQUISITIES Offered also for kindergarten teachers, primary school teachers and teachers in secondary schools.

RECOMMENDED PRIOR KNOWLEDGE Degree or equivalent for students in a 5-year master. For students taking specialization in pedagogy / didactics, apply one of the following prerequisites: ¿ Teacher training and (possibly included) an educational / didactic subject, with a total of at least 60 credits with a grade of C or better. ¿ Bachelor kindergarten teacher with average grade of C or better. Students with various other combinations of educational and special educational education units can also be taken up by individual assessment.

RECOMMENDED OR REQUIRED READING The curriculum for 10 credits is approximately 1000 pages, at least 50 of these must be English literature. Books and chapters from books Bjørkås, Ø.J. Lesing i matematikk. I Waale, M.-B.. & Krogtoft, M. (red.): Krafttak for lesing i fag. Trondheim: Akademika forlag. S. 67-85, 18 sider. Bjørnsrud H. & Nilsen, S. (red.) (2011). Lærerarbeid for tilpasset opplæring ¿ tilrettelegging for læring og utvikling. Oslo: Gyldendal Akademisk, 232 sider. Bottenvann: Leselyst i skolen? Et blikk på de siste års lesesatsing i norsk skole. I Waale, M.-B.. & Krogtoft, M. (red.): Krafttak for lesing i fag. Trondheim: Akademika forlag. S. 111-133, 22 sider. Bunting, M. & Lund. T. S. (2006) MiLL ¿ Mange intelligenser ¿ Læringsstiler ¿ Læringsstrategier. Oslo: PEDLEX, 144 sider Håstein, H. & Werner, S. (2014). Spesialpedagogikk, inkludering og tilpasset opplæring i vanlige klasser. I Bunting, M. (red.): Tilpasset opplæring ¿ i forskning og praksis. Cappelen Damm Akademisk. S. 19-155, 36 sider. Håstein, H. & Werner, S. (2014).Tilpasset opplæring i fellesskapets skole. I Bunting, M. (red.): Tilpasset opplæring ¿ i forskning og praksis. Oslo: Cappelen Damm Akademisk. S. 136-164, 28 sider. Idsøe, E. C. (2014). Tilpasset opplæring for elever med stort akademisk potensial. I Bunting, M. (red.): Tilpasset opplæring ¿ i forskning og praksis. S. 165-182, 17 sider. Lie, B. (2014). Eksepsjonelle og dobbleteksepsjonelle elever. ¿ Begavede elever og begavede elever med lærevansker. Oslo: Cappelen Damm Akademisk, 168 sider. Magga, T-L.L. Leseopplæring for samiske elever. I Waale, M.-B.. & Krogtoft, M. (red.): Krafttak for lesing i fag. Trondheim: Akademika forlag. S. 85-101, 16 sider. Mossige,, M. & Bunting, M. (2014). Tilrettelegging for elevene som aktører i eget læringsarbeid. I Bunting, M. (red.): Tilpasset opplæring ¿ i forskning og praksis. Cappelen Damm Akademisk. S. 103-122, 19 sider. Nordahl, T. (2014). I Bunting, M. (red.): Tilpasset opplæring ¿ i forskning og praksis. Cappelen Damm Akademisk. Eget barn som del av fellesskapet. Om tilpasset opplæring i vanlige klasser. S. 123-135, 13 sider. Palm, K. (2014). Flerspråklige elever og tilpasset opplæring. I Bunting, M. (red.): Tilpasset opplæring ¿ i forskning og praksis. Cappelen Damm Akademisk. S. 183-200, 13 sider. Skovholt, K. (2014). Grunnleggende ferdigheter i alle fag. I Skovholt, K.: Innføring i grunnleggende ferdigheter. Praktisk arbeid på fagenes premisser. Oslo: Cappelen Akademisk Forlag. S. 13-54, 41 sider. Stray, T. & Stray, I. E. (2014). Alle elever har behov for å bli forstått. Tilpasset opplæring sett i et differensiert relasjonsperspektiv. I Bunting, M. (red.): Tilpasset opplæring ¿ i forskning og praksis. Cappelen Damm Akademisk. S. 56-80, 24 sider. Tverbakk, M-L. (2013). Høytlesning i dynamisk leseopplæring. I Waale, M.-B.. & Krogtoft, M. (red.): Krafttak for lesing i fag. Trondheim: Akademika forlag. S. 47-67, 20 sider. Articles and chapters Lave, J. & Wenger, E. (1991). Situated Learning: Legitimate Peripheral Participation. New Jersey: Cambridge University Press. S. 45-58. Mead, G. H. (1967): Mind, Self and Society. London: The University of Chicago Press, S. 135-199. Nielsen, H. B. (2014). Nye perspektiver på kjønn og skole I forandring. I Nielsen, H. B. (red.): Forskjeller i klassen. Nye perspektiver på kjønn, klasse og etnisitet i skolen. Oslo: Universitetsforlaget. S. 208-217, 9 sider. Skogen, K. (2006). Forskning om tilpasset opplæring, s.35-38 i Spesialpedagogikk nr 3/2006. 3 sider. Solstad A. G. (2012). Kreativitet og innovasjon i opplæringen. I Johansen, J.-B.: Skapende og kreativ læring. Pedagogisk entreprenørskap i forskning og utvikling av læringsprosesser. Trondheim: Akademia forlag. S. 41-62, 21 sider. Tønnesen, E. S. (2013). Læreboka som kunnskapsdesign. I Askeland, N., Maagerø, E. & Aamotsbakken, B. (red.). Læreboka. Studier i ulike læreboktekster. Trondheim: Akademia forlag. S. 147-163 16 sider.

MODE OF DELIVERY Face-to-face. Concentrated teaching sessions with some distance learning (web-based)

Page 84 of 107

TEACHING ACTIVITIES AND METHODS The course is based on, and collections will consist of lectures, discussions and group work. There will be two compulsory assignments between sessions, a webinar that runs over two months, and one task whith two students.

ASSESSMENT AND EXAMINATIONS Home examination, 6 Hours (first instance 2015 autumn). Compulsory work nr 1, worth 0/100 of the grade (first instance 2015 autumn). Compulsory work nr 2, worth 0/100 of the grade (first instance 2015 autumn).

PRACTICE n/a

OVERLAPPING COURSES TO300L-001, TO300L-001 Inclusive Education - 20 study points. TO300L-001 Inclusive Education - 10 study points. TO300L-001 Tilpassa opplæring: Sentrale elementer, oppgave - 10 study points.

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 85 of 107

(Specialization)

Mathematics Education MA300L The course is offered to students from GLU 1¿7, GLU 5¿10 and others. Therefore the topics will vary based on the group¿s background and will be connected to theory relevant to the master¿s thesis. Common aspects will be focus on national and international research in mathematics education as a special study of mathematics education theories which have been presented earlier in the program analysis and development of teaching in own or other classrooms. Other topics can be research in mathematics education connected to mathematical topics as algebra, geometry etc. research about motivation and attitudes to mathematics the history of mathematics the axiomatic development of mathematics and proof connected to teaching ICT in mathematics education mathematical modelling In addition to semester fee and compulsory reading literature, costs for relevant equipment for online learning: internet access, headset and web camera.

MATHEMATICS EDUCATION MA300L ECTS Credits

20

Year of study

4th study year

Level

Graduate degrees

Course location

Bodø

Course type

Elective

Faculty

Start semester

Autumn 2018/spring 2019

Faculty of Professional Studies

Teaching language Application deadline

Page 86 of 107

ØYVIND JACOBSEN BJØRKÅS Course coordinator Førsteamanuensis Phone: +47 75 51 77 54 E-mail: [email protected]

LEARNING OUTCOMES KNOWLEDGE The student has extensive knowledge in mathematics education and mathematics knowledge related to teaching has good mathematics knowledge in different mathematical areas has extensive knowledge about recent research in mathematics education has good knowledge about digital tools and their relevance for learning different mathematics topics

SKILLS The student can analyse existing theories, methods and interpretations in mathematics and mathematics education and can work individually with practical and theoretical problem solving can understand, assess and use relevant methocs for research and developmental work can find, assess and refer to information and research and disseminate it such that it illuminates a problem

GENERAL COMPETENCE The student can analyse relevant professional and research ethical problems can disseminate large individual work, and use the mathematics education language can communicate about problems, analyses and conclusions in mathematics education, both to colleagues and others can contribute to creative work and innovation

PREREQUISITIES Teacher education or similar with a combination of mathematics and mathematics education courses of at least 60 sp For GLU 1-7: MA138L: Matematikk 1-7, 1a, didaktikk, tall og algebra MA131L: Matematikk 1-7, 1b, didaktikk, geometri, funksjoner, statistikk og sannsynlighetsregning MA262L: Matematikkfaglig fordypning, 2a. MA263L: Matematikkfaglig fordypning, 2b. For GLU 5-10: MA132L: Matematikk 1A, 5-10; Tallære, algebra, funksjonslære og didaktikk MA133L: Matematikk 1B, 5-10; Geometri, statistikk, sannsynlighetsregning og didaktikk MA260L: Matematikk 2A, 5-10; Kvantitative og kvalitative metoder. Matematikkdidaktisk forskning MA261L: Matematikk 2B, 5-10; Analyse, matematiske bevis

60 sp mathematics with no mathematics education content is not sufficient.

RECOMMENDED PRIOR KNOWLEDGE The course builds on basic knowledge of mathematics education

Page 87 of 107

MODE OF DELIVERY Flexible teaching

TEACHING ACTIVITIES AND METHODS The course is demanding on the student¿s ability to learn relevant knowledge. The student must also learn to lead and participate in discussions and presentations both online and in the classroom.

ASSESSMENT AND EXAMINATIONS Assignment (first instance 2015 autumn). Compulsory attendance , worth 0/100 of the grade (first instance 2015 autumn). Mandatory work , worth 0/100 of the grade (first instance 2015 autumn).

COURSE EVALUATION The program is evaluated yearly by the students through surveys.

Page 88 of 107

(Specialization)

Didactics DI300L This course focuses on development and didactics in daycare or school. Students will have different background related to disciplines and fields, and in this topic we are working with education in a comparative context. Key elements of the course are related to the study of different didactic models, problemoriented teaching, entrepreneurial learning in practice, different didactic approaches to teamwork, digital learning resources, philosophical conversations with children and young people, as well as interdisciplinarity. Work assignments, syllabus and exam will be based in their own school or vocational training, or in their own teaching profession. No costs except semester registration fee and syllabus literature.

DIDACTICS DI300L ECTS Credits

20

Year of study

4th study year

Level

Graduate degrees

Course location

Bodø.

Course type

Compulsory.

Faculty

Start semester

Autumn 2018/spring 2019

Faculty of Professional Studies

Teaching language Application deadline

LEARNING OUTCOMES Knowledge Students should have broad overview of various teaching and learning methods with theoretical background - in the nursery or school in-depth knowledge of research on the didactic and could relate to analytical research detailed knowledge of how didactic analysis should precede development and change work in daycare or school Skills Students will be able to facilitating learning with a focus on a variety of work related to the content develop and renew learning activities in kindergarten or school use ICT as a learning and communication medium General competence Students should be able exploring and analyzing various teaching and learning methods develop their own skills as a teacher

Page 89 of 107

MAY-BRITT WAALE Course coordinator Førsteamanuensis Phone: +47 75 51 77 85 E-mail: [email protected]

PREREQUISITIES The course is open to students enrolled in the Master of adaptive learning.

RECOMMENDED PRIOR KNOWLEDGE n/a

RECOMMENDED OR REQUIRED READING The syllabus and recommended reading list includes a total of about 2250 pages. 1500 pages is mandatory common literature, while 750 pages are optional litterature based on student subjects/ disciplines. Books marked * are compiled in a compendium purchased the home collection in January. * Bøe, S. S. (2012). Hva om skolen var en ¿godisfabrikk¿? Opplæring i og bruk av digitale fortellinger. Spesialpedagogikk, 09, pp. 21-28. 7 pp. * Dysthe, O. (2013). Dialog, samspill og læring. Flerstemmige læringsfellesskap i teori og praksis. I Krumsvik, J. R. & Säljö, R. (2013). Praktiskpedagogisk utdanning. En antologi. Bergen: Fagbokforlaget. 35 pp. * Enderud, K.-P. & Høydahl, H. M. (2012). Klasseledelse og møtemetodikk ¿ refleksjon over egen praksis. Spesialpedagogikk, 09, pp. 30-33. 4 pp. Engvik, G., Hestbek, T. A.. Hoel, T., L. & m. B. Postholm (red.). Klasseledelse - for elevens læring. Trondheim: Akademia forlag. 296 pp. * Ertsås, T. I & E. J. Irgens (2012). Teoriens betydning for profesjonell yrkesutøvelse. I Postholm M. B. (red.). Læreres læring ¿ og ledelse av profesjonsutvikling. Trondheim: Tapir akademisk forlag. 20 pp. Hattie, J. (2012). Visible learning for teachers: maximizing impact on learning. London: Routhledge. 267 pp. Jensen, M. (2013). Estetiske læreprosesser i skole kulturskole og barnehage. Trondheim: Akademia Forlag. 135 pp. Johansen, J.-B. (2012). Skapende og kreativ læring. Pedagogisk entreprenørskap i forskning og utvikling av læringsprosesser. Trondheim: Akademia forlag. 260 pp. * Klette, K. (2013). Hva vet vi om god undervisning? Rapport fra klasseromsforskningen. Krumsvik, J. R. & Säljö, R. (2013). Praktisk-pedagogisk utdanning. En antologi. Bergen: Fagbokforlaget. 28 pp. Krumsvik, R. (2011). Den digitale lærer: digital kompetanse i praksis. Oslo: Pedlex. 80 pp. * Madsen, J. (2007). Lærerteamet som arena for læring. I M. B. Postholm (Red.), Forsk med! Lærere og forskere i læringsarbeidet (1.utg., s. 7493). Oslo: Damm. 19 pp. * Midtsundstad, j. H & T. Werler (2013). Nordisk didaktikk ¿ et spørsmål om perspektiv? I Midtsundstad, j. H & T. Werler (red.). Didaktikk i norden. Kristiansand: Portal forlag. 12 pp. Nottingham, J. (2012). Læringsreisen : hvordan skape aktiv læring i klasserommet? Oslo: Cappelen Damm Akademisk. 208 pp. Trilling, B. og C. Fadel (2009). 21st century skills: learning for life in our times. San Francisco, Calif.: Jossey-Bass. Bok (ISBN: 9780470475386). 206 pp. * Veum, A. (2013). Lærebokstemma i tre generasjoner. I Askeland, N., E. Maagerød & B. Aamotsbakken (2013). Læreboka. Studier i ulike læreboktekster. Trondheim: Akademia forlag. 16 pp. Wiske, M. S., K.R. Franz & L. Breit (2005/2010). Teaching for Understanding with Technology. New York: John Wiley & Sons, Inc. 178 pp.

MODE OF DELIVERY Face-to-face and distance learning.

TEACHING ACTIVITIES AND METHODS Distance learning, online lectures, various individual and group projects, as well as webinars and meetings.

Page 90 of 107

ASSESSMENT AND EXAMINATIONS Assignment (first instance 2015 autumn). Compulsory work nr 1, worth 0/100 of the grade (first instance 2015 autumn). Compulsory work nr 2, worth 0/100 of the grade (first instance 2015 autumn). Compulsory work nr 3, worth 0/100 of the grade (first instance 2015 autumn). Compulsory work nr 4, worth 0/100 of the grade (first instance 2015 autumn).

PRACTICE n/a

COURSE EVALUATION Annual evaluations which are included in the university´s quality assurance system.

Page 91 of 107

(Specialization)

Special Pedagogical challenges in kindergartens and schools: Opportunity and growth. PE332L No costs except semester registration fee and course literature.

SPECIAL PEDAGOGICAL CHALLENGES IN KINDERGARTENS AND SCHOOLS: OPPORTUNITY AND GROWTH. PE332L ECTS Credits

30

Year of study

4th study year

Level

Graduate degrees

Course location

Bodø.

Course type

Compulsory.

Faculty

Start semester

Autumn 2018/spring 2019

Faculty of Professional Studies

Teaching language Application deadline

Page 92 of 107

RECOMMENDED OR REQUIRED READING Required Erdis, M. g Bjerke, A.-K. (2009). Juss for pedagoger. Fagbokforlaget, (112 s.) Eriksen, K., E.; Halkier, L. (2012) Utviklingsstøtte til barn i barnehagen 1. utg., Kommuneforlaget, (128 s.) Gjærum, B., Grøholt, B., Sommerschild, H.(red). (2003). Mestring som mulighet i møte med barn, ungdom og foreldre. 4. opplag, Oslo: Universitetsforlaget (355 s.) Helland, T. (2012) Språk og dysleksi. Fagbokforlaget (336 s.) Holland, H. (2013) Varig atferdsendring hos barn ¿ krever varig atferdsendring hos voksne, 1. utg. Gyldendal Akademisk (200 s.) Johannessen, A., Tufte, P. A. og Christoffersen, L. (2011). Introduksjon til samfunnsvitenskapelig metode. 4. utgave 2. opplag, Abstrakt forlag. Kap. 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 16,17, 26 og 27. (194 s.) Johannessen, E., E. Kokkersvold og L. Vedeler. (2010), Rådgivning. Tradisjoner, teoretiske perspektiver og praksis. 3. utg. Oslo: Gyldendal Akademisk (300 s.) Lassen, L. (2014), Rådgivning. Kunsten å hjelpe og sikre vekstfremmende prosesser. 2. utg. Oslo: Universitetsforlaget (180 s.) Lyster, S-A H. (2012), Elever med lese- og skrivevansker. Hva vet vi? Hva gjør vi? Oslo: Cappelen DAMM Akademisk. (110 s.) Melby-Lervåg, Monica; Lyster, Solveig-Alma Halaas & Hulme, Charles (2012). Phonological Skills and Their Role in Learning to Read: A MetaAnalytic Review. Psychological bulletin. ISSN 0033-2909. 138(2), s 322- 352 . doi: 10.1037/a0026744 (30 s) Morken, I. (2012). Normalitet og avvik. Spesialpedagogiske utfordringer ¿ en innføring. 2. utgave, Cappelen Damm, (172 s.) Nordahl, T. (red.)(2012), Bedre læring for alle elever. Om skoler som har problemer med elever, og om elever som har problemer i skolen. Oslo: Gyldendal Akademisk (214 s.) Ogden, T. (2015). Sosial kompetanse og problematferd blant barn og unge. 1. utgave, Gyldendal Akademisk (282 s.) Roland, R. (2014) Mobbingens psykologi. 2 utgave, Universitetsforlaget, Oslo, (224 s.) Skagen, K. (red.)(2011), Kunnskap og handling i pedagogisk veiledning. 2. utg. kap. Innl., 3, 4, 7, 9, 10, 11 og 12. Bergen: Fagbokforlaget (156 s.) Additional: Bele, I.B. (2009). Språkvansker. Teoretiske perspektiver og praktiske utfordringer. (2. opplag) Oslo: Cappelen Akademisk Forlag (261 s.) Egan, G. (2007), The Skilled Helper. A Problem-Management and Opportunity-Development Approach to Helping. Belmont, California: Thomson Brooks/Cole. Egeberg, E. (2012). Flere språk ¿ flere muligheter. Flerspråklighet, tilpasset opplæring og spesialpedagogisk metodikk. Cappelen Damm, Oslo, (220 s.) Hagtvedt , B. E. (2004). Språkstimulering: tale og skrift i førskolealderen. 2. utg. Cappelen akademisk (445 s.) Høien T., Gabrielsen E., Heber E. (2008). Unge og voksne med lesevansker. Bryne. Logometrica. (148 s.) Høien, T. og Lundberg, I. (2012). Dyslexi. Fra teori til praksis. 5. utgave. Gyldendal Akademisk, Oslo, (310 s.) Killen, K.(2009). Sveket. Barn i risiko og omsorgssituasjoner. 4. utg. Oslo: Kommuneforlaget Lassen, L. og N. Breilid. (2010), Den gode elevsamtalen. Oslo: Gyldendal Akademisk Mathiesen, I. H. og Vedøy, G. (2012). Spesialundervisning ¿ drivere og dilemma. Rapport IRIS ¿ 2012/017 http://www.ks.no/PageFiles/25031/IRIS Rapport 2012-017 Spesialundervisning - drivere og dilemma.pdf Ogden, T. (2012), Klasseledelse. Praksis, teori og forskning Oslo: Gyldendal Akademisk (172 s.) Skau, G.M. (2007), Gode fagfolk vokser. Personlig kompetanse i arbeid med mennesker. Oslo: Cappelen Akademisk Forlag Tezchner, S. v. (2012). Utviklingspsykologi. 2. utgave. (Kapittel 16.¿ Utvikling av kommunikasjon og språk¿, s. 400-451) Gyldendal Akademisk, Oslo, (51 s.) Utdanningsdirektoratet (2014).Utdanningsspeilet 2014. Tall og analyse av grunnopplæringen i Norge. http://utdanningsspeilet.udir.no Utdanningsdirektoratet: Rammeplan for barnehagens innhold og oppgaver, http://www.udir.no/Barnehage/Rammeplan/Rammeplan-forbarnehagens-innhold-og-oppgaver/

ASSESSMENT AND EXAMINATIONS Compound evaluation (first instance 2013 autumn). Assignment, worth 45/100 of the grade (first instance 2013 autumn). Written examination, 6 Hours. Worth 55/100 of the grade (first instance 2013 autumn).

PRACTICE No.

OVERLAPPING COURSES PE306L Interplay and behaviour problems - 30 study points.

COURSE EVALUATION Annual evaluations which are included in the university's quality assurance system.

Page 93 of 107

(RLE for Teacher Education 1-7)

RLE 1A Religious pluralism today RL212L The course is part of RLE 1 (religions, life philosophies and ethics), i.e. the first part, making up the entire course together with the second part (RLE 2). The subject of RLE is a scientific study of major aspects of world religions, life philosophies, secular worldviews, philosophy and ethics (independently of religions and secular worldviews). In addition the course is aimed to reinforce the students¿ own and personal understanding of these subjects. RLE 1a is a study of world religions (10p), the religious situation in Northern Norway (1p), new religious movements (2p), life philosophies and political ideologies, i.e. Communism and Nazism (2p), including the theory of teachings this content knowledge in a multicultural school today. Where it comes to religions the course will especially attend to Islam, Buddhism and Hinduism. Where it comes to the situation in Northern Norway we¿ll study Laestadianism and Sami indigenous religion. Where it comes to secular world views or secular ¿religions¿, the subjects are concentrated around secular and general Humanism, Naturalism and the main political ideologies with a religious character, in addition to Jehovah's Witnesses and the Mormons (The Church of Jesus Christ of Latter-day Saints). No costs except semester registration fee and course literature.

RLE 1A RELIGIOUS PLURALISM TODAY RL212L ECTS Credits

15

Year of study

4th study year

Level

Undergraduate degrees

Course location

Bodø

Faculty

Course type

Elective

Faculty of Professional Studies

Start semester

Spring 2019

Teaching language Application deadline

Page 94 of 107

KÅRE SIGVALD FUGLSETH Course coordinator Prodekan Phone: +47 75 51 77 13 E-mail: [email protected]

LEARNING OUTCOMES Upon successful completion of this course, the student will be able to Knowledge: Demonstrate thorough knowledge of he religions and life philosophies in the course in their different traditions with beliefs, values and practices, their ethical basis and esthetical expressions the history of these religions and traditions: Islam, Buddhism and Hinduism holy texts: main contents, historical background and core narratives secular humanism in history and as philosophy of life in relation and opposition to other secular and religious traditions comparisons of religious and secular traditions today the debate concerning cognitive confusion in the encounters of religious and secular pluralism main teachings methods in RLE for 1.-7. grade the relevance of ceremonies and festivals for these children law regulations concerning exemptions from school on religious grounds

Skills: Understand the basic principles of planning, performing and evaluating the teaching of RLE in major sub-themes in an independent and scholarly way with a focus on formation (Bildung) and the challenges from the religiously plural society the use of core methods in RLE with a weight on festivals, narratives and arts conversing with the students connecting to themes of troubled life situations cooperate with other teachers, students and their homes in RLE-matters perform adapted teaching in RLE, i.e. in view of students from different religious and secular traditions combine the need for an objective, critical and plural teaching with ways of teaching that are both of different forms, activating and engaging, as well as their appropriate ways of assessment prepare the development of basic skills the use of Internet and other digital tools for teaching in a critical and stimulating way

General competence: Make overall evaluations regarding ethical competence for teachers generally in relation to religious and secular pluralism in the class-room the understanding the teacher as positive role-model in a pluralist society

PREREQUISITIES None

RECOMMENDED PRIOR KNOWLEDGE No

Page 95 of 107

RECOMMENDED OR REQUIRED READING The reading list is subject to amendments at semester start. Gilhus, I. S. and L. Mikaelsson (2007). Hva er religion. Oslo, Universitetsforlaget. 140 p. Kristiansen, R. (2005) Samisk religion og læstadianisme. KRL-biblioteket. Bergen, Fagbokforlaget. 95 p. Rian, D. and L. G. Eidhamar, red. (1999). Jødedommen og islam. Kristiansand, Høyskoleforlaget. 250 p. Jacobsen, K. A. and N. Thelle (1999). Hinduismen og buddhismen. Kristiansand, Høyskoleforlaget. 360 p. Sandström, H. (2005) Nyere livssyn og idéstrømninger. Humanisme, naturalisme, marxisme, freudianisme, nyreligiøsitet. KRL-biblioteket. Bergen, Fagbokforlaget. 114 p. Sødal, H. K. (ed. 2000), Det kristne Norge. Innføring i konfesjonskunnskap, Høyskoleforlaget, Kristiansand, («Læstadianismen», s.125-134 og «Trostradisjoner med røtter kristendommen», kap. 17, s. 299-321). 33 p. Habermas, J. (2010). Sekulariseringens dialektikk. Tidsskrift for teologi og kirke, 2010/2:114-127. Berger, P. L., & Zijderveld, A. C. (2009). In praise of doubt. How to have convictions without becoming a fanatic. New York: HarperOne. Text book: Texts on festivals in different religions in Norway today and about the world religions Islam, Buddhism and Hinduism. About 40 p. Sources to Islam: Koranen: Sure 1, Sure 2:177, Sure 2:118-134, Sure 3:30-32, Sure 4:1-20, Sure 96 og Sure 112 Rasmussen, Tarald og Einar Thomassen (red.): Kildesamling, Nasjonalt læremiddelsenter 1999. Volume 1, Muhammads Farewell Speech, p. 242-243 Sources to Buddhism: Rasmussen, Tarald og Einar Thomassen (red.): Kildesamling, Nasjonalt læremiddelsenter 1999. Volume 2, Stories about the life of Buddha, p. 441-451 Sources to Hinduism: Rasmussen, Tarald og Einar Thomassen (red.): Kildesamling, Nasjonalt læremiddelsenter 1999. Bind 2, Shiva and his family, p. 372-383

The Koran on Internett at: http://www.koranen.no/. Kildesamlingen on Internet: http://www.krlnett.no/mer_kildesamlingen.htm Rian, D. Verdensreligioner i undervisningen: Å undervise om religioner. Universitetsforlaget, Oslo 1999, p. 29-52. RLE- pedagogical content knowledge Sødal, H. K. (red. 2009): Religions- og livssynsdidaktikk. En innføring. 4. edition. Høyskoleforlaget, Kristiansand, 240 p. LK 06. Læreplanen etter Kunnskapsløftet, RLE, updated in 2008 (RLE 08), Kunnskapsdepartementet. 10 p. Recommended dictionaries in RLE: Lübcke, P. and S. Alstrup (2010). Politikens filosofileksikon. København, Politiken. Sørensen, A. and F. Stefánsson (1998). Religion/livsanskuelse. København, Gyldendal. Kværne, P., K. Vogt, et al. (2002). Religionsleksikon. Religion og religiøse bevegelser i vår tid. Oslo, Cappelen akademisk.

MODE OF DELIVERY Flexible and distance learning

TEACHING ACTIVITIES AND METHODS There are both lectures, practice sessions, seminars, tutored assignment work, practice and excursions. Students need to be online on Internet with web-camera and headset. Several papers are expected to written for assessment (portfolio system).

COURSE EVALUATION Annual evaluations which are included in the university\'s quality assurance system

Page 96 of 107

(Arts and cratfts for Teacher Education 1-7)

Art and Craft 2 - Architecture KH261L The course in architecture is a specialization course in architecture, architectural history, the creative process and three-dimensional form for primary school teacher students. The course lasts one semester, 200-level and 15 credits. The course in architecture will contribute to the development of students' general education, as well as visual and material expertise. The course has two intertwined peak areas practical experience and theoretical / historical studies. The students' own creative experience is emphasized; the creative process includes experimentation, evaluation, and practical professional reflection. At the same time emphasized didactic theory studies and historical-and theoretical insights. This two-part practical, didactic and theoretical expertise is important for becoming a teacher in arts and crafts. Students will work in a practical creative way in order to develop their own skills and develop knowledge of didactics, communication and collaboration with institutions such as kindergartens, primary schools, secondary schools and museums / art associations / galleries. Theory of arts and crafts and history of art are used in the creative process. Drawing is the basic knowledge and skill in all Arts and crafts topics. Some key activity is space and understanding of space, architecture's role and function of both aesthetic and practical, visual communication, different materials and techniques adapted to the field of space in primary schools, and modern and contemporary architecture and architectural history. The course is base don campus. The course is elective for students in GLU1-7 and GLU5-10. Students should expect some own work and are encouraged to use the university's studios / art workshops after completing and approved safety course. The University has student storage facilities that can be used for storage of practical work during their studies. This is free of charge. Excursions to the local and regional exhibitions and / or buildings may be included in lectures Kr 250,- in material cost in addition to tuition, litterature and basic equipment for arts and crafts students

ART AND CRAFT 2 - ARCHITECTURE KH261L ECTS Credits

15

Year of study

4th study year

Level

Undergraduate degrees

Course location

Bodø

Faculty

Faculty of Professional Studies

Course type

Elective

Start semester

Autumn 2018

Teaching language Application deadline

Page 97 of 107

ELLEN MARIE SÆTHRE-MCGUIRK Course coordinator Førsteamanuensis Phone: +47 75 51 77 71 E-mail: [email protected]

LEARNING OUTCOMES Knowledge: The students should: have knowledge of architecture, architectural history, with emphasis on the last 200 years and newer forms of expression, as well as relevant architecture related theory have knowledge of materials, tools and techniques related to two- and three-dimensional form have knowledge of formal methods linked to two- and three-dimensional form; visual elements and principles have knowledge about creativity and creative processes, and implementing and documenting formative processes from idea to product have knowledge of the curriculum in arts and crafts and LK06 have knowledge about teaching and learning methods that are suitable for primary school Skills: The students will be able to: take advantage of, and deliberately use of materials properties and aesthetic expression tobe aware of their role as cultural mediator document the creative processes in a theoretical framework use technical language be able to use digital tools in creative work organize an exhibition and create different types of presentations of processes and products to express themselves orally and in writing within the academic traditions of visual art and didactics as subjects suggests use subject content, working methods and theory in the planning and implementation of teaching and counselling in the middle and secondary level, and facilitating adaptive learning for all students formulate learning objectives and assessment criteria for students in middle and secondary level and provide forward messages to students to fulfill the basic skills so they understood the arts and crafts

General competence The students will be able to: apply knowledge of form in their own creative work and meet with others in learning situations analyze and understand the culture of form of in a social context and apply knowledge of form in their own creative work and teaching work interpret and apply current curriculum for primary school main areas of visual communication and architecture to plan and implement lessons stimulate for experience, expression and reflection among students and guide them to work where they can be creative and use their own interests and ideas use existing curricula for primary schools as a basis for professional development

PREREQUISITIES Must have passed the safety course (HSE courses) or have authorized access to the studios of the course coordinator.

MODE OF DELIVERY Based on campus.

TEACHING ACTIVITIES AND METHODS Learning processes in the arts are based on the students' practical creative activities. The sessions used to work in the workshops and individual and group counseling. The course may involve local and regional surveys. Using various workshops with the testing of materials and techniques are important. Between sessions, students work on with the exercises and assignments. Material that is suitable for it, communicated digitally. It is essential that students to have time to student-led work, self study, practical work, and guidance in between periods.

ASSESSMENT AND EXAMINATIONS Practical work (first instance 2015 autumn). Compulsory attendance , worth 0/100 of the grade (first instance 2015 autumn). Mandatory work, worth 0/100 of the grade (first instance 2015 autumn).

Page 98 of 107

OVERLAPPING COURSES KH258L Arcitecture - 15 study points.

COURSE EVALUATION Annual evaluations which are included in the university\'s quality assurance system.

Page 99 of 107

(Arts and cratfts for Teacher Education 1-7)

Art and Craft 2 - Sculpture and Space KH260L The course in sculpture is a specialization course in sculpture and threedimensional form, installations, sculpture in public space, and sculpture history for elementary student teachers. The course in sculpture will contribute to the development of students' general education, as well as visual and material expertise. The course has two intertwined peak areas - practical experience and theoretical / historical studies. The students' own creative experience is emphasized; the creative process includes experimentation, evaluation, and practical professional reflection. At the same time emphasized didactic theory studies and historical-and theoretical insights. This two-part practical, didactic and theoretical expertise is important for becoming a teacher in arts and crafts. Students will work in a practical creative way in order to develop their own skills and develop knowledge of didactics, communication and collaboration with institutions such as kindergartens, primary schools, secondary schools and museums / art associations / galleries. Theory of arts and crafts and history of art are used in the creative process. Drawing is the basic knowledge and skill in all Arts and crafts topics. Some key activity is space and understanding of space, architecture's role and function of both aesthetic and practical, visual communication, different materials and techniques adapted to the field of space in primary schools, and modern and contemporary architecture and architectural history. The course is basedon campus. The course is elective for students in GLU1-7 and GLU5-10. Students should expect some own work and are encouraged to use the university's studios / art workshops after completing and approved safety course. The University has student storage facilities that can be used for storage of practical work during their studies. This is free of charge. Excursions to the local and regional exhibitions and / or buildings may be included in lectures Kr 250,- in material cost in addition to tuition, litterature, excursions and basic equipment for arts and crafts students

ART AND CRAFT 2 - SCULPTURE AND SPACE KH260L ECTS Credits

15

Year of study

4th study year

Level

Undergraduate degrees

Course location

Bodø

Faculty

Faculty of Professional Studies

Course type

Elective

Start semester

Spring 2019

Teaching language Application deadline

Page 100 of 107

ELLEN MARIE SÆTHRE-MCGUIRK Course coordinator Førsteamanuensis Phone: +47 75 51 77 71 E-mail: [email protected]

LEARNING OUTCOMES Knowledge: The students should: have knowledge of sculpture, installations and art in public spaces with different three-dimensional forms have knowledge of three-dimensional art in the last 200 years with an emphasis on modern forms of expression have knowledge of materials, tools and techniques related to three-dimensional form have knowledge of formal methods linked to the three-dimensional form; visual elements and principles have knowledge about creativity and creative processes have knowledge about children and youth form language, identity and creativity have knowledge of the curriculum in arts and crafts have knowledge about teaching and learning methods that are suitable for primary school Skills: The students will be able to: take advantage of, and deliberately use of materials properties and aesthetic expression implement and document the formative processes from idea to product able to express themselves orally and in writing within the academic traditions of visual art and didactics which subjects indicate tobe aware of their role as cultural mediator be able to use digital tools in creative work organize an exhibition and create different types of presentations of processes and products document the creative processes in a theoretical framework use the terminology and promote students' development of academic language use primary school content, working methods and theory in the planning and implementation of teaching and supervision, and facilitating adaptive learning formulate learning objectives and assessment criteria associated with LK06 fulfill the basic skills as they are understood in the arts and crafts General competence The students will be able to: apply knowledge of form in their own creative work and meet with others in learning situations analyze and understand the culture of form of in a social context and apply knowledge of form in their own creative work and teaching work interpret and apply current curriculum for primary school main areas to plan and implement lessons

PREREQUISITIES Must have passed the safety course (HSE courses) or have authorized access to the studios of the course coordinator.

MODE OF DELIVERY Based on campus.

TEACHING ACTIVITIES AND METHODS Learning processes in the arts are based on the students' practical creative activities. The sessions used to work in the workshops and individual and group counseling. The course may involve local and regional surveys. Using various workshops with the testing of materials and techniques are important. Between sessions, students work on with the exercises and assignments. Material that is suitable for it, communicated digitally. It is essential that students to have time to student-led work, self study, practical work, and guidance in between periods.

OVERLAPPING COURSES KH155L Art and Craft 2 for GLU - Sculpture - 15 study points. KH250L Art and craft 2A - 15 study points. KH259L Sculpture and Space - 15 study points. KH251L Art and craft 2B - 15 study points.

Page 101 of 107

COURSE EVALUATION Annual evaluations which are included in the university\'s quality assurance system.

Page 102 of 107

Teaching practice grades 1-7; 1st year PR111L T E A C H I N G P R A C T I C E G R A D E S 1 - 7 ; 1 S T Y E A R PR111L ECTS Credits

0

Year of study

Level

Undergraduate degrees

Course location

Autumn 2015/spring 2016

Teaching language

Faculty

Course type Start semester

Application deadline

ASSESSMENT AND EXAMINATIONS Practice , 30 Days (first instance 2015 autumn).

OVERLAPPING COURSES PR110L Teaching practice grades 1-7 - 0 study points.

Page 103 of 107

1st study year

SOLRUNN PEDERSEN Course coordinator

Faculty of Professional Studies

Førstekonsulent Phone: +47 75 51 77 89 E-mail: [email protected]

Teaching practice grades 1-7; 2nd year PR112L TEACHING PRACTICE GRADES 1-7; 2ND YEAR PR112L ECTS Credits

0

Year of study

Level

Undergraduate degrees

Course location

Autumn 2016/spring 2017

Teaching language

Faculty

Course type Start semester

Application deadline

ASSESSMENT AND EXAMINATIONS Practice , 30 Days (first instance 2016 autumn).

OVERLAPPING COURSES PR110L Teaching practice grades 1-7 - 0 study points.

Page 104 of 107

2nd study year Faculty of Professional Studies

Teaching practice grades 1-7; 3rd year PR113L TEACHING PRACTICE GRADES 1-7; 3RD YEAR PR113L ECTS Credits

0

Year of study

Level

Undergraduate degrees

Course location

Spring 2018

Teaching language

Faculty

Course type Start semester

Application deadline

ASSESSMENT AND EXAMINATIONS Practice , 20 Days (first instance 2018 spring).

OVERLAPPING COURSES PR110L Teaching practice grades 1-7 - 0 study points.

Page 105 of 107

3rd study year Faculty of Professional Studies

Teaching practice grades 1-7; 4th year PR114L TEACHING PRACTICE GRADES 1-7; 4TH YEAR PR114L ECTS Credits

0

Year of study

Level

Undergraduate degrees

Course location

Spring 2019

Teaching language

Faculty

Course type Start semester

Application deadline

ASSESSMENT AND EXAMINATIONS Practice , 20 Days (first instance 2019 spring).

OVERLAPPING COURSES PR110L Teaching practice grades 1-7 - 0 study points.

Page 106 of 107

4th study year Faculty of Professional Studies

Master's Thesis ST314L MASTER'S THESIS ST314L ECTS Credits

30

Year of study

5th study year

Level

Graduate degrees

Course location

Bodø.

Course type

Compulsory.

Faculty

Start semester

Autumn 2019/spring 2020

Faculty of Professional Studies

Teaching language Application deadline

ASSESSMENT AND EXAMINATIONS Master Thesis (first instance 2015 autumn). Assignment, worth 0/100 of the grade (first instance 2015 autumn). Presentation, worth 0/100 of the grade (first instance 2015 autumn).

Page 107 of 107

JAN BIRGER JOHANSEN Course coordinator Timelønnet 1013 Professor E-mail: [email protected]