Teaching and Learning in the Context of Diversity

Study Course Description

Course Description Statuss:Approved

Course Description Version:1.00

Study Course Accepted:17.06.2024 11:33:26

Study Course Information
Course Code:		LSPA_200		LQF level:		Level 6
Credit Points:		4.00		ECTS:		6.00
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)		24	Lecture Length (academic hours)		2	Total Contact Hours of Lectures		48
Classes (count)		12	Class Length (academic hours)		2	Total Contact Hours of Classes		24
Total Contact Hours								72
Part-Time - Semester No.1
Lectures (count)		24	Lecture Length (academic hours)		2	Total Contact Hours of Lectures		48
Classes (count)		12	Class Length (academic hours)		2	Total Contact Hours of Classes		24
Total Contact Hours								72
Study course description
Preliminary Knowledge:
General secondary education.
Objective:
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		3.00	auditorium
				Classes		2.00	auditorium
2	Teaching theories. Planning and implementation of the study process.			Lectures		3.00	auditorium
				Classes		2.00	auditorium
3	Inclusive education. Creating an inclusive environment.			Lectures		3.00	auditorium
				Classes		1.00	auditorium
4	Research and identification of pupil’s individual needs.			Lectures		3.00	auditorium
				Classes		1.00	auditorium
5	Diverse learning methods and techniques.			Lectures		3.00	auditorium
				Classes		1.00	auditorium
6	Assessing pupil’s performance and providing feedback.			Lectures		3.00	auditorium
				Classes		1.00	auditorium
7	Cooperation with colleagues and parents.			Lectures		3.00	auditorium
				Classes		1.00	auditorium
8	Research of an educational institution.			Lectures		3.00	auditorium
				Classes		3.00	auditorium
Topic Layout (Part-Time)
No.	Topic			Type of Implementation		Number	Venue
1	Pedagogical development trends. History of pedagogical ideas.			Lectures		3.00	auditorium
				Classes		2.00	auditorium
2	Teaching theories. Planning and implementation of the study process.			Lectures		3.00	auditorium
				Classes		2.00	auditorium
3	Inclusive education. Creating an inclusive environment.			Lectures		3.00	auditorium
				Classes		1.00	auditorium
4	Research and identification of pupil’s individual needs.			Lectures		3.00	auditorium
				Classes		1.00	auditorium
5	Diverse learning methods and techniques.			Lectures		3.00	auditorium
				Classes		1.00	auditorium
6	Assessing pupil’s performance and providing feedback.			Lectures		3.00	auditorium
				Classes		1.00	auditorium
7	Cooperation with colleagues and parents.			Lectures		3.00	auditorium
				Classes		1.00	auditorium
8	Research of an educational institution.			Lectures		3.00	auditorium
				Classes		3.00	auditorium
Assessment
Unaided Work:
Lectures, practical classes, independent learning, seminars, field trips, interim examinations, final examination – examination: solving practical situations that involves the demonstration of knowledge, skills and competences acquired during the study course, presentation of results. Students’ independent learning is organised individually and/or in study working groups. Students prepare independently for seminar classes and interim 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 learning 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 learning theories in line with the competence approach. Class 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 learning 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 descriptions of performance levels of pupils and/or for the assessment of transversal skills and self-assessment. Independent learning VII: Working in groups studies the experience of three countries of the world to work with colleagues and parents of pupils 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 pupils’ 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. Examination – assessment of own professional skills and pedagogical competence and development of their further pedagogical career development plan. 40% The completion of the study course is assessed on a 10-point scale in accordance with the laws and regulations of the Republic of Latvia according to the following criteria: the amount and quality of the acquired knowledge, the acquired skills, the acquired competence in accordance with the planned learning outcomes.
Final Examination (Full-Time):		Exam
Final Examination (Part-Time):		Exam
Learning Outcomes
Knowledge:		1. Patterns of creating an inclusive, child-centred, safe, ergonomic and developing learning environment. 2. Planning, implementing the study process and assessing the performance of pupils. 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 pupils, demonstrating cooperation and communication skills.
Competencies:		6. To identify pupils’ individual needs and set specific learning objectives 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 pupil’s growth, identify support measures needed to improve learning performance.
Bibliography
No.	Reference
Required Reading
1	1. Oliņa, Z., Namsone, D., France, I. et al (2018). Mācīšanās lietpratībai. Latvijas Universitāte.
2	2. Fullan, M. (2018). Deep learning: engage the world, change the world. Thousand Oaks, California USA
3	3. Jolliffe,W., & Waugh, B. (2017). NQT: The Beginning Teacher’s guide to Outstanding practice. Sage Publications LTd.
4	4. Lange, J., Burroughs - Lange, S. (2017). Learning to be a Teacher. Sage Publications LTd.
Additional Reading
1	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	2. Cottrell, S. (2013). The Study Skills Handbook. 4th ed. Palgrave Macmillan
3	3. Magana, S. (2017). Disruptive Classroom Technologies: A Framework for Innovation in Education. SAGE
4	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	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	1. VISC īstenotā projekta “Kompetenču pieeja mācību saturā” mājas lapa
2	VISC mājas lapa
3	2. Ministru kabineta noteikumi Nr. 747 (27.11.2018.) Noteikumi par valsts pamatizglītības standartu un pamatizglītības programmu paraugiem
4	3. Ministru kabineta noteikumi Nr. 480 (15.07. 2016.) Izglītojamo audzināšanas vadlīnijas un informācijas, mācību līdzekļu, materiālu un mācību un audzināšanas metožu izvērtēšanas kārtība.