Kaisa_2012_3_photo by Veikko Somerpuro

Enrol

Description

The course is compulsory for all students completing pedagogical studies for subject teachers (60 cr).

The courses belonging to the Pedagogical Studies for Subject Teachers and offered in the fall semester must be completed prior to this course.

General objectives for the course

Students who have completed the course will have good knowledge of

  • curriculum ideologies, types of curricula, and the task of curriculum as part of the social guidance system
  • regulations in their own field of teaching, and the core curricula

Students who have completed the course will know how to

  • critically assess and develop the curricula for early childhood and basic education as a planning tool for teaching
  • use the curriculum as a pedagogical development tool of the educational institution in the multiprofessional work community

Objectives for subject teachers

Students who have completed the course will

  • understand the dimensions of society and education policy that are related to assessment in developing teaching and education
  • understand the principles and types of multifaceted formative and summative assessment of learning and apply them purposefully as well as assess one’s own solutions critically
  • understand the curricular justifications for multidisciplinary learning modules and be able to implement integrative multidisciplinary learning modules
  • have preparedness to network with associates and social agents important for the teaching of their subject when implementing and developing teaching within and outside educational institutions

This course is completed during the one year of STEP studies in the same spring semester as Advanced Practice. This course is organized in the spring semester in Period 3.

This course familiarizes students in a holistic development of the teaching of one’s own teaching subject as part of a comprehensive understanding of the curricula. The group teaching sessions discuss a deeper understanding of a theoretical approach to assessment and consider the curricular foundations of the multidisciplinary learning modules. The students are also guided to consider various themes related to the assessment of teaching and learning and the implementation of multidisciplinary learning modules from the perspective of one’s own subjects, also with the use of information and communication technology. Interaction skills related to the teaching of one’s own subject are practiced simultaneously.

ARTS SUBJECTS

Foreign languages

Literature for all:

Council of Europe (2001). Common European framework of reference for languages: Learning, teaching, assessment. Cambridge, UK: Cambridge University Press. Chapter on assessment (pp. 177–196). Available at http://www.coe.int/t/dg4/linguistic/Source/Framework_EN.pdf

FNBE. (2016) National Core Curriculum for Basic Education 2014. Publications 2016:5. Finnish National Board of Education. Chapter 6 and pages related to assessment in language education in chapters 13–15.

FNBE. (2016). National Core Curriculum for General Upper Secondary Schools 2015. Publications 2016:8. Finnish National Board of Education. Chapter 6 and pages related to assessment in language education in chapter 5.

Vogt, K. & Tsagari, D. (2014). Assessment literacy of foreign language teachers: Findings of a European study. Language Assessment Quarterly, 11(4), 374.

Selected articles from web journals:

  • Language Testing
  • Language assessment quarterly
  • Educational Measurement
  • Language Learning and Technology.

ONE of the following books:

Gass, S. M., Gass, S. M., & Mackey, A. (2012). The Routledge handbook of second language acquisition. Milton Park, UK: Routledge. (Selected chapters). Available as an eBook through the University Library.

OR

Green, A. (2013). Exploring Language Assessment and Testing. Language in Action. New York: Routledge. Available as an eBook through the University Library.

Supplemental literature:

Piller, I. (2011). Intercultural Communication: A Critical Introduction. Edinburgh, UK: Edinburgh University Press. Available as an eBook through the University Library.

The European Language Portfolio, either the Finnish version: http://kielisalkku.edu.fi/
OR a similar version in another language: http://www.coe.int/t/dg4/education/elp/

Long, M.H. & Doughty, C. (Eds.) (2009). The handbook of language teaching. Chichester, U.K.: Wiley- Blackwell. Available as an eBook through the University Library. Chapters:

  • Teaching and Testing Speaking, M. Bygate (pp. 412-433/440)
  • Teaching and Testing Grammar, D. Larsen-Freeman (pp. 518-535/542)
  • Teaching and Testing Vocabulary, P. Nation and T. Chung (pp. 543-556/559)
  • Teaching and Testing Pragmatics, C. Roever (pp. 560-573/577)
  • Task-Based Teaching and Testing, J. M. Norris (pp. 578-591/594)

Beaven, A., Harjanne, P. & Baten, L. (2011) Training materials Background to CEFcult. Heverlee: CEFcult, pp. 1-19. Available online: http://cefcult.eu/data/Training_material_backgroundCEFcult.pdf

First European Survey on Language Competences. Final Report. Available online: http://ec.europa.eu/dgs/education_culture/repository/languages/policy/strategic-framework/documents/language-survey-final-report_en.pdf

Selected articles from web journals: (available through Helka)

  • Language Testing
  • The Modern Language Journal
  • Language Assessment Quarterly
  • Educational Measurement
  • Language Learning and Technology System

SCIENCE SUBJECTS

Chemistry and Physics

Atkin, J. M., Black, P. & Coffey, J. (Eds.) (2001). Classroom assessment and the National Science Education Standards. Washington, D.C.: Committee on Classroom Assessment and the National Science Education Standards, Center for Education, National Research Council. Available at http://www.nap.edu/openbook.php?record_id=9847

OR

Black, P., Harrison, C., Lee, C., Marshall, B. & William, D. (2003). Assessment for learning: Putting it into practice. Berkshire, UK: Open University Press. Available as an eBook through the University Library.


Mathematics

Gorgorió, N. & Planas, N. (2001). Teaching mathematics in multilingual classrooms. Educational Studies in Mathematics, 47, 7–33. Available at http://www.springerlink.com/content/urqra54aqc46y876/fulltext.pdf

Jaworski, B. (1998). Mathematics teacher research: Process, practice, and the development of teaching. Journal of Mathematics Teacher Education, 1, 3–31. Available at http://math.unipa.it/~grim/YESS-5/Jaworski,%201998%20JMTE.pdf

Jaworski, B. (2004). Grappling with complexity: Co-learning in inquiry communities in mathematics teaching development. Proceedings of the 28th PME Conference. Bergen: Bergen University College. Available at http://emis.icm.edu.pl/proceedings/PME28/PL/PL003_Jaworski.pdf

Lewis, C. (2000). Lesson study: The core of Japanese professional development. Paper presented at the American Educational Research Association (2000 Annual Meeting), New Orleans, LA. Available at http://www.lessonresearch.net/aera2000.pdf

OECD (2010). PISA 2012 mathematics framework. Draft subject to possible revision after the field trial. Available at http://www.oecd.org/pisa/pisaproducts/46961598.pdf

Pehkonen, E. (1998). International comparison of pupils' mathematical beliefs. In E. Pehkonen & G. Törner (Eds.), The State-of-art in mathematics-related belief research, results of the MAVI activities (pp. 249–276). Research Report 195. Department of Teacher Education: University of Helsinki.

This course offers both theoretical and practical approaches to address curriculum work and the development of the curriculum and teaching and learning. Self-directed group work develops students’ group work skills and taking responsibility of their own learning. Students get practice in using both self- and peer-assessment during the course.

Assessment of the course is based on the completion of an academic essay and/or other assignments and active participation, graded on the scale 0–5. Self-assessment and peer-assessment are also part of the final course assessment.

Huom! Kaikille opiskelijoille (sekä pkl että aikope) yhteinen eheyttävän osion luento ti 11.2.2019 klo 10.15-11.45 (Porthania I) ja tähän liittyvä OTR-työskentely

  • ti 11.2. klo 12.15-13.45 (Porthania I eli yhteisen luennon perään)
  • ke 12.2. klo 8.15-9.45 (ei varattua tilaa)
  • ti 18.2. klo 16.15-17.45 (ei varattua tilaa)

PKL-opiskelijat / kevään 2020 ainedidaktiikka: PED007 Opetussuunnitelma ja oppilaitoksen kehittäminen 5 op

Ilmoittaudu PED007-opintojaksolla erikseen ensimmäisen opetettavan aineesi mukaisille luennoille (2,5 op) ja ryhmäopetukseen (2,5 op).

Mikäli sinulla on kaksi opetettavaa ainetta (huom. matemaattis-luonnontieteellisen tiedekunnan ja bio- ja ympäristötieteellisen tiedekunnan tutkinto-opiskelijoilla täytyy olla kaksi opetettavaa ainetta), ilmoittaudu molempien aineiden luennoille ja ryhmäopetukseen – tällöin suoritetaan ensimmäisen opetettavan aineen luennot 1,25 op + ryhmäopetus 1,25 op ja toisen opetettavan aineen luennot 1,25 op + ryhmäopetus 1,25 op = 5 op (osasuorituksia ei rekisteröidä erikseen). Jotta voit suorittaa syventävän harjoittelun jaetusti kahdessa aineessa, sinun tulee suorittaa myös tämä ainedidaktiikan opintojakso jaetusti kahdessa aineessa.

Erillisopiskelija (opinto-oikeus vain opettajan pedagogisiin opintoihin) harjoittelee lähtökohtaisesti siinä aineessa, mihin hänelle on myönnetty opinto-oikeus, joten myös ainedidaktiikan luennot ja ryhmät suoritetaan yhdessä aineessa. Mikäli erillisopiskelija haluaa harjoitella lisäksi toisessa opetettavassa aineessa, hänen tulee toimittaa aineenhallinnan osoittava vastaavuustodistus harjoittelukoordinaattorille harjoittelun ilmoittautumisajan päättymiseen mennessä. Tällöin myös ainedidaktiikka suoritetaan jaetusti kahdessa aineessa.

Opetettavan aineen luentoja ja ryhmää ei voi vaihtaa eli jos sinut on hyväksytty esimerkiksi historian valintaryhmässä, tarkoittaa tämä osallistumista historian ja yhteiskuntaopin luennoille ja ryhmäopetukseen jne. Lähtökohtaisesti kevään ainedidaktiikka suoritetaan samassa aineessa/aineissa kuin syksyn PED0032 Opetuksen suunnittelu, toteutus ja arviointi -opintojaksolla. Mikäli et kuitenkaan tiedä minkä opetettavan aineen luennoille ja ryhmäopetukseen sinun tulisi ilmoittautua, ota yhteyttä siltavuori-student@helsinki.fi -osoitteeseen.

Aikope-opiskelijat / kevään 2020 ainedidaktiikka: PED007 Opetussuunnitelma ja oppilaitoksen kehittäminen 5 op

Ilmoittaudu PED007-opintojaksolla erikseen opetettavan aineesi (oma tieteenalasi) mukaisille luennoille (2,5 op) ja ryhmäopetukseen (2,5 op). Kevään ainedidaktiikan yhteydessä ei ole syksyn tapaan Aikuisopetuksen didaktiikka -opintojaksoa vastaavaa osuutta.

Opetettavan aineen luentoja ja ryhmää ei voi vaihtaa eli jos sinut on hyväksytty esimerkiksi kasvatustieteilijöiden valintaryhmässä, tarkoittaa tämä osallistumista kasvatustieteen luennoille ja ryhmäopetukseen jne. Lähtökohtaisesti kevään ainedidaktiikka suoritetaan samassa aineessa kuin syksyn PED0032 Opetuksen suunnittelu, toteutus ja arviointi -opintojaksolla. Mikäli et kuitenkaan tiedä minkä opetettavan aineen luennoille ja ryhmäopetukseen sinun tulisi ilmoittautua, ota yhteyttä siltavuori-student@helsinki.fi -osoitteeseen.

The course is completed by attending and actively participating in group teaching sessions of versatile subject didactics. Teaching is organized partly in joint sessions for both Arts and Science students and partly in separate groups for Arts and Science students. Tasks and assignments in this course include familiarizing students with diverse assessment methods and the use of ICT in education, familiarizing oneself with literature and other material as well as completing written assignments individually or in groups.

STEP: University Lecturer Kaisa Hahl