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Teaching and Learning in the Context of Diversity
Study Course Description
Course Description Statuss:Approved
Course Description Version:2.00
Study Course Accepted:27.06.2024 08:52:04
| Study Course Information | |||||||||
| Course Code: | LSPA_165 | LQF level: | Level 5 | ||||||
| Credit Points: | 2.00 | ECTS: | 3.00 | ||||||
| Branch of Science: | Sports Science | Target Audience: | Sports Trainer; Pedagogy | ||||||
| Study Course Supervisor | |||||||||
| Course Supervisor: | Inta Bula-Biteniece | ||||||||
| Study Course Implementer | |||||||||
| Structural Unit: | Latvian Academy of Sport Education (LASE) | ||||||||
| The Head of Structural Unit: | |||||||||
| Contacts: | LSPA, Brīvības gatve 333, Riga, LV-1006 | ||||||||
| Study Course Planning | |||||||||
| Full-Time - Semester No.1 | |||||||||
| Lectures (count) | 12 | Lecture Length (academic hours) | 2 | Total Contact Hours of Lectures | 24 | ||||
| Classes (count) | 6 | Class Length (academic hours) | 2 | Total Contact Hours of Classes | 12 | ||||
| Total Contact Hours | 36 | ||||||||
| Study course description | |||||||||
| Preliminary Knowledge: | General secondary education. | ||||||||
| Objective: | The objective is to promote the development of the professional competence of students in the organisation and management of teaching and learning in the context of diversity. | ||||||||
| Topic Layout (Full-Time) | |||||||||
| No. | Topic | Type of Implementation | Number | Venue | |||||
| 1 | Pedagogical development trends. History of pedagogical ideas. | Lectures | 2.00 | auditorium | |||||
| 2 | Teaching theories. Planning and implementation of the study process. | Lectures | 3.00 | auditorium | |||||
| 3 | Inclusive education. Creating an inclusive environment. | Lectures | 3.00 | auditorium | |||||
| 4 | Research and identification of child’s individual needs. | Lectures | 3.00 | auditorium | |||||
| 5 | Diverse study methods and techniques. | Classes | 2.00 | auditorium | |||||
| 6 | Assessing child’s performance and providing feedback | Classes | 2.00 | auditorium | |||||
| 7 | Cooperation with colleagues and parents. | Classes | 2.00 | auditorium | |||||
| 8 | Research of an educational institution. | Lectures | 1.00 | auditorium | |||||
| Assessment | |||||||||
| Unaided Work: | Lectures, practical classes, independent learning, seminars, field trips, examinations, final examination – examination: Solving practical situations involving the demonstration of knowledge, skills and competences acquired in the study module. Presentation of outcomes. Students’ independent learning is organised individually and/or in study working groups. Students prepare independently for seminar classes and examinations; study and analyse scientific and methodological literature related to the topics of the course, develop and present independent work. Independent learning I: Research of pedagogical sources. Students select and analyse pedagogical sources, such as folk songs, identifying study and rearing ideals, goals, methods, and comparing them to the goals, methods, etc. of modern pedagogy. Independent learning II: Selects and analyses one scientific article on education development trends in the 21st century. Develops a presentation to be presented during a seminar. Independent learning III: Critical evaluation of study theories in line with the competence approach. Lesson modelling. Self-assessment of a study plan. Peer-to-peer assessment of study plans. Independent learning IV: Cooperating in a group, analyses and evaluates examples of good practice for creating an inclusive environment in an educational institution. Students set criteria for assessing the inclusive education environment; based on the criteria set examines the real situation of a particular educational institution (at the discretion of students). Presents the results obtained at a seminar. Independent learning V: Sets a study objective, formulates the learning outcomes, chooses appropriate study methods to achieve the outcomes, justifies their choice. Leads a 15 min lesson using the selected study methods. Independent learning VI: Creates sections for the assessment of transversal skills and/or performance levels of children and/or self-assessment. Independent learning VII: Working in groups studies the experience of three countries of the world to work with colleagues and parents of children in organising in an educational institution. Collects and studies real-life situations from educational institutions. Develops specific recommendations to promote cooperation in an educational institution. Independent learning VIII: Interviews two teachers about their experience in providing feedback and assessing children’s performance. Presents and discusses the results obtained in a seminar. | ||||||||
| Assessment Criteria: | 1. Active participation in lectures/seminars (40%) 2. Demonstration of pedagogical skills in a modelled pedagogical situation and case study (20%) 3. Exam. Assessment of own professional skills and pedagogical competence and development of their further pedagogical career development plan. (40%). | ||||||||
| Final Examination (Full-Time): | Exam | ||||||||
| Final Examination (Part-Time): | |||||||||
| Learning Outcomes | |||||||||
| Knowledge: | 1. Patterns of creating an inclusive, child-centred, safe, ergonomic and developing study environment. 2. Planning, implementing the study process and assessing the performance of children. 3. Developments in the history and science of pedagogy and latest research in education. | ||||||||
| Skills: | 4. To identify the causes of pressing education problems in daily work and plan their targeted solution. 5. To express constructive attitude, to discuss the contribution of pedagogical activities to maintaining the quality of life of children, demonstrating cooperation and communication skills. | ||||||||
| Competencies: | 6. To identify children’s individual needs and set specific learning goals to be achieved, define the outcomes to be achieved, choose study methods and plan an interdisciplinary, individualised and personalised study process. 7. To establish clear performance and growth assessment criteria and testing methods. 8. To analyse learning outcomes and track a child’s growth, identify support measures needed to improve learning performance. | ||||||||
| Bibliography | |||||||||
| No. | Reference | ||||||||
| Required Reading | |||||||||
| 1 | Oliņa, Z., Namsone, D., France, I. et al. (2018). Mācīšanās lietpratībai. Latvijas Universitāte. | ||||||||
| 2 | Fullan, M. (2018). Deep learning: engage the world, change the world. Thousand Oaks, California USA | ||||||||
| 3 | Jolliffe,W., & Waugh, B. (2017). NQT: The Beginning Teacher’s guide to Outstanding practice. Sage Publications LTd. | ||||||||
| 4 | Lange, J., Burroughs - Lange, S. (2017). Learning to be a Teacher. Sage Publications LTd. | ||||||||
| Additional Reading | |||||||||
| 1 | Blair, E.J., Medina, Y. (2016). The Social Foundations Reader: Critical Essays on Teaching, Learning and Leading in the 21st Century. Peter Lang, Berlin. | ||||||||
| 2 | Cottrell, S. (2013). The Study Skills Handbook. 4th ed. Palgrave Macmillan | ||||||||
| 3 | Magana, S. (2017). Disruptive Classroom Technologies: A Framework for Innovation in Education. SAGE | ||||||||
| 4 | Tate, M. L. (2015). Formative Assessment in a Brain-Compatible Classroom: How Do We Really Know They're Learning? Learning Sciences Internationa USA | ||||||||
| 5 | Tomlinson, C.A. (2017). How to Differentiate Instruction in Academically Diverse Classrooms. 3rd Edition 3rd ed. ASCD, Alexandria VA USA | ||||||||
| Other Information Sources | |||||||||
| 1 | VISC īstenotā projekta “Kompetenču pieeja Studiju saturā” mājas lapa | ||||||||
| 2 | VISC mājas lapa | ||||||||
| 3 | Ministru kabineta noteikumi Nr. 747 (27.11.2018.) Noteikumi par valsts pamatizglītības standartu un pamatizglītības programmu paraugiem. | ||||||||
| 4 | Ministru kabineta noteikumi Nr. 480 (15.07. 2016.) Izglītojamo audzināšanas vadlīnijas un informācijas, Studiju līdzekļu, materiālu un Studiju un audzināšanas metožu izvērtēšanas kārtība. | ||||||||
