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Syllabus for

Academic year
CIU207 - Learning and leadership in practice 1
Lärande och ledarskap i praktiken 1
 
Syllabus adopted 2021-02-26 by Head of Programme (or corresponding)
Owner: MPLOL
7,5 Credits
Grading: TH - Pass with distinction (5), Pass with credit (4), Pass (3), Fail
Education cycle: Second-cycle
Main field of study: Technology and Learning
Department: 62 - COMMUNICATION AND LEARNING IN SCIENCE


Teaching language: Swedish
Application code: 40111
Open for exchange students: No
Maximum participants: 35
Only students with the course round in the programme plan

Module   Credit distribution   Examination dates
Sp1 Sp2 Sp3 Sp4 Summer course No Sp
0115 Written and oral assignments 1,5 c Grading: UG   1,5 c    
0215 Project 1,5 c Grading: UG   1,5 c    
0315 Field study 4,5 c Grading: UG   4,5 c    

In programs

KPLOL LEARNING AND LEADERSHIP, SUPPLEMENTARY STUDY PROGRAMME, Year 1 (compulsory)
MPLOL LEARNING AND LEADERSHIP, MSC PROGR, Year 1 (compulsory)

Examiner:

Ingrid Johansson

  Go to Course Homepage


Eligibility

General entry requirements for Master's level (second cycle)
Applicants enrolled in a programme at Chalmers where the course is included in the study programme are exempted from fulfilling the requirements above.

Specific entry requirements

English 6 (or by other approved means with the equivalent proficiency level)
Applicants enrolled in a programme at Chalmers where the course is included in the study programme are exempted from fulfilling the requirements above.

Course specific prerequisites

The course Mathematics, teaching and assessment (MVE375). Recommended prior course is Mathematics and society (MVE370).

Aim

Strengthen the student's skills on how to act in a classroom, in an ethical and perceptive manner, both regarding the subject matter at hand, and with a broader perspective on aspects such as equal rights and preventive measures against discrimination and bullying, in order to create an effective learning environment.

The subject focus for this internship period is mathematics.

Learning outcomes (after completion of the course the student should be able to)

1.  plan lessons in a clear and well-documented manner, based on scientific findings and well-established experience in pedagogy and mathematics education

2.  hold interesting and worthwhile lessons in mathematics at the high school level

3.  utilize one's own mathematical knowledge in order to facilitate pupils' learning, e.g. through being able to answer pupils' questions correctly and understandably

4.  communicate effectively in the classroom through listening, speaking and writing in support of one's pedagogical activities

5.  make use of digital tools in one's pedagogical activities and be able to evaluate the impact of different media and digital environments for this

6.  act towards establishing and maintaining a good study climate in the classroom

7.  act towards ensuring that all pupils will be able to make as good progress as possible in their learning

8.  prevent and counteract offensive behavior between pupils, as well as handle social relations and conflicts in a professional manner

9.  practice, communicate, establish and personally act upon the school's basic values in one's pedagogical activities, including equality, democracy and human rights, in particular children's rights according to the UN convention on the rights of the child

10. show self-insight and empathetic ability as well as having an approach which minimizes the risk of offending a pupil oneself

11. evaluate and reflect upon one's own performance as a teacher, and identify one's own needs for development

Content

The subject focus for this course is Mathematics.

Students work together with a coach, with follow-up taking a central role.
Questions such as: What happened? Why? What might happen next time? and
Could it happen in some other way? will be in focus.

Students will also regularly report on their experiences and thoughts in a log book format.

Students will complete a number of hand-in assignments connecting to the learning goals.

Organisation

  • practice teaching and classroom observations visits at a high school
  • writing a log book
  • documentation of lesson plans
  • hand-in assignments
  • seminars in support of the hand-in assignments
  • start of a checklist of other activities within the high school world


Literature

Course books used by the pupils in their high school courses.

Relevant literature from previous courses within the program.

Examination including compulsory elements

Examination is continuous, in that the mentor at the high school continually documents and communicates observations with the student. This information focuses mainly on how the student should strive to develop within areas with most room for improvement. The assessment will be carried out through judgment of to which degree the student has achieved the learning goals.


Grades are set by weighing together the mentor's assessment, the master-teacher's and examiner's assessments from classroom observation visits, along with the quality of the log book and the assignments.


The "Field study" 4.5 c denotes the practice teaching, the "Written and oral assignments" 1.5 c denotes the assignments, and the "Project" 1.5 c denotes the log book.


Observe that the grade Fail requires the student to take the whole course again. A re-registration can only be made subject otavailability and resources.



The course examiner may assess individual students in other ways than what is stated above if there are special reasons for doing so, for example if a student has a decision from Chalmers on educational support due to disability.


Page manager Published: Mon 28 Nov 2016.