TOE802 Differentiated instruction in the English subject, module 2

Contents and structure

This is the second 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 formed around 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. Building on the theoretical frameworks and empirical research covered in module 1, module 2 will focus on practical application. In order to ensure maximum relevance and to enhance teachers’ critical thinking skills with respect to the topic, each participant will contribute with a case study from their own school. These case studies will be used as the point of departure for projects on tilpasset opplæring, which will not only address classroom instruction but also pre-planning, assessment, and reflection.

Learning Outcome

Upon completion of the course, the student is expected to have achieved the following overall learning outcomes:

Knowledge

The student

• has extensive knowledge of current national and international policy documents relevant to differentiated instruction
• has practical knowledge of empirical research on approaches to working with diverse learners, such as Universal Design for Learning and Content and Language Integrated Learning (CLIL)
• has practical knowledge in relation to empirical research on specific groups of learners and learner characteristics
• has insight into the assessment of diverse learner groups

Skills

The student

• can identify, analyze and evaluate academic, didactic, and ethical challenges in the field and relate these to practice
• can independently locate and evaluate information from various sources to develop their own practice
• can independently reflect on and adapt their own practices in relation to theory and research in the field
• can knowledgeably engage in and facilitate professional discussions about differentiated instruction
• can design, implement and evaluate a development project related to the topic

General competence

The student

• can analyze, interpret and use a variety of academic sources at an advanced level
• can contribute to professional development at their school with respect to knowledge about differentiated instruction and its practical implementation
• can work independently and together with others in 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 with online peer collaboration. Students will develop and implement a project based on the teaching in the course. 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 project implementation plan
• 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 two following 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 evaluation of the implementation of the practice-based project.

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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