TOE801 Differentiated instruction in the English subject, module 1

Contents and structure

This is the first module of a course on differentiated instruction in the English classroom. This course is primarily designed for in-service teachers who are invested in expanding their competencies related to the wide-ranging learning needs of pupils they meet in their classrooms on a daily basis. The foundation of the course is based on the topic of "tilpasset opplæring", as outlined in the core curriculum, and will specifically focus on the opportunities and challenges related to differentiation in the English classroom. In module 1, the course will provide an introduction to the theoretical topics related to differentiation, for example Universal Design for Learning and Culturally Responsive Teaching, and will cover research on topics from learning challenges to working with highly gifted students. Case studies will be used to apply the theoretical content covered in this module to classroom practice.

Learning Outcome

Upon completion of the course, the student should have the following overall learning outcomes:

Knowledge

The student

• has knowledge about theoretical models and approaches connected to the topic
• has knowledge about current national and international policy documents relevant to differentiated instruction
• has knowledge about empirical research on approaches to working with diverse learners, such as Universal Design for Learning and Content and Language Integrated Learning (CLIL)
• has knowledge about empirical research on specific groups of learners and learner characteristics

Skills

The student

• can identify, analyze and evaluate academic, didactic, and ethical challenges in the field
• can evaluate information from various sources to develop their own practices
• can reflect on and adapt their own practices in relation to theory and research in the field
• can engage knowledgeably in professional discussions about differentiated instruction

General competence

The student

• can analyze, interpret and use a variety of academic sources
• can contribute to professional development at their school with respect to knowledge about differentiated instruction
• can work together with others on facilitating pupils’ learning and development

Entry requirements

None

Recommended previous knowledge

A solid command of English, at a level which allows the candidate to follow and actively participate in the teaching

Teaching methods

The course will use in-person seminars and periods of self-study. In the in-person seminars, a mix of teaching formats may be used. These may include lectures, group work and activities, discussion in plenary, and individual tasks. It is expected that students attend all teaching sessions and share the responsibility of carrying out learning activities in order to contribute to a fruitful learning environment. All teaching is in English.

Compulsory learning activities

The following obligatory learning activities must be approved for the student to qualify for the exam:

• A test with a focus on the theoretical models and empirical studies presented in the course
• Attendance: to pass this assignment students must attend a minimum of 70% of the classes

Mandatory learning activities must be approved no later than 2 weeks before the exam. If a mandatory learning activity is assessed as not approved, a reason must be given for this. Students who are not approved for a mandatory learning activity will, as far as possible within the set deadlines, be given another attempt in the current semester.

Approved mandatory learning activities are valid for the following two semesters. Approved attendance never expires. Failure to submit an assignment within the deadline counts as a failed attempt.

Assessment

Assessment will take the form of a written assignment (1500-2000 words), a theoretically- and empirically-based case study reflection.

The grade scale is A to F with F being a failing grade.

Students may submit a revised version of the assignment in a subsequent semester. A revised version addressing the same research question may only be submitted once. After this, a completely new assignment must be written.

Examination support material

All

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