1. Lower Secondary School teacher education Assoc. Prof. Mattias Øhra 2007

2. The Knowledge Promotion. The Norwegian school reform 2006 The Knowledge Promotion is the latest reform in the 10-year compulsory school and in upper secondary education and training. The goal of Knowledge Promotion is to help all pupils to develop fundamental skills that will enable them to participate actively in our society of knowledge. The Norwegian school system is inclusive; there must be room for all. Everyone is to be given the same opportunities to develop their abilities. The Knowledge Promotion, with its special emphasis on learning, is meant to help ensure that all pupils receive a differentiated education. Lower Secondary School teacher education Mattias Øhra 2007

3. Basic skills: Under the Knowledge Promotion, schools are to prioritize the cultivation of basic skills in all subjects. This is an important foundation for all other learning. These basic skills are as follows:  the ability to express oneself orally  the ability to read  the ability to do arithmetic  the ability to express oneself in writing  the ability to make use of information and communication technology These basic skills have been incorporated into the subject syllabuses for all subjects. All teachers are therefore responsible for enabling pupils and apprentices/trainee teachers to develop basic skills through their work in various subjects. Lower Secondary School teacher education Mattias Øhra 2007

4. The School Poster The school and the training establishment shall: 1.give all pupils and apprentices equal opportunities for developing their abilities and their talents 2.stimulate the pupils’ and apprentices’ wish to learn, application and curiosity 3.stimulate the pupils and apprentices to develop their own learning strategies and ability for critical thinking 4.stimulate the pupils and apprentices in their personal development, in developing social competence and the ability to understand and participate in democratic processes 5.make it possible for pupils and apprentices to make informed choices about education and future careers 6.help teachers and trainers appear as clear leaders and examples for children and young people 7.stimulate, use and further develop the individual teacher’s competence 8.promote differentiated education and varied working methods 9.ensure that the physical and psycho-social working and learning environment promotes health, well-being and learning 10.make it possible for parents/guardians and the local community to become involved in education in a meaningful way Lower Secondary School teacher education Mattias Øhra 2007

5. Main focus 1.Subject competence. An increase from 30 credits/ect. to 60 credits/ect. (1 -4 term. Obligatory: Norwegian language or mathematics & educational theory)  subject competence: familiarity with the content, theories and methods associated with the various basic subjects, knowledge of youth, adolescence and knowledge of theories and working methods in and across subjects Lower Secondary School teacher education Mattias Øhra 2007

6. Main focus 2.Educational theory Profession & didactic competence  Increase from 30 credits/ect. to 60 credits/ect.  didactic competence: ability to analyse curricula and reflect over content and working methods and make provisions for learning and development processes for all pupils  adaptive and developmental competence: ability to assess one’s own activities and those of the school, contribute to development of the teaching profession, take part in local development work and strengthen one’s own competence  social competence: ability to observe, listen, understand and respect the views and actions of others, ability to cooperate with pupils, colleagues and parents and guardians and ability to function as a leader in a community of learners Lower Secondary School teacher education Mattias Øhra 2007

7. Main focus 3.Adolescence & youthculture  Youth Research  Media, School and Participation  Internet & Cyber Socialization  Identity and popular culture  taste, style, manner in the youth culture  Growing up conditions.  The Norwegian youth of today  The Norwegian family structure  Digital literacy:  Computer literacy & video games Lower Secondary School teacher education Mattias Øhra 2007

8. Main focus 4.Stronger attachment to practice / School placement  Tighter links, better logistics and better communication with special chosen “best practice” schools. Lower Secondary School teacher education Mattias Øhra 2007

9. Definition of digital portfolio A portfolio is a "purposeful collection of student work that exhibits the student's efforts, progress, and achievements. The collection must include student participation in selecting contents, the criteria for selection, the criteria for judging merit, and evidence of student self-reflection" (Lankes, 1995).Lankes, 1995 Portfolio assessment includes performance-based works in progress, as well as best products used for assessment measured according to the achievement of content standards Lower Secondary School teacher education Mattias Øhra 2007

10. Summative versus formative assessment Summative learning: Assessment of learning Formative assessment: Assessment for learning  Formative assessment – the frequent assessments of student progress to identify learning needs and shape teaching – has become a prominent issue in education reform.  The achievement gains associated with formative assessment have been described as “among the largest ever reported for educational interventions”.  While many teachers incorporate aspects of formative assessment into their teaching, it is much less common to find formative assessment practised systematically (OECD 2005. Formative Assessment Improving Learning in Secondary Classrooms (CERI Centre for Educational Research and Innovation). Lower Secondary School teacher education Mattias Øhra 2007

11. Portfolios used for summative and formative assessment Lower Secondary School teacher education Mattias Øhra 2007

12. Portfolio Authentic writing environment Motivating and stimulating Easy to control, coach and compare Constant changing and improvement of products, ie writing process Welcomes a variety of ways of writing and structuring texts Lower Secondary School teacher education Mattias Øhra 2007

13. Possible profit for student Authentic environments can replace the inauthentic exam environment. The student must include a greater variety of genres/texts and exercises showing a broader range of competence and skills The student will put effort into his/her own work throughout a course. Improved group, class and school learning environment Lower Secondary School teacher education Mattias Øhra 2007

14. Digital portfolio examples : http://hovic.stud.hive.no/ http://smaknask.stud.hive.no http://romad.stud.hive.no http://sherifa.stud.hive.no http://undrum.stud.hive.no http://dahlen.stud.hive.no/ http://stud.hive.no/~kolenge/index.htm Filmer: http://www-lu.hive.no/ansatte/moh/Mappeeksamen.htmhttp://www-lu.hive.no/ansatte/moh/Mappeeksamen.htm http://heidi.skoleweb.indusoft.no/ http://marius.skoleweb.indusoft.no/ http://www-lu.hive.no/team/t07u/studentene.html Lower Secondary School teacher education Mattias Øhra 2007

15. StructureSchool placement ECT 5. year 60 4. year 2. sem. School subject Master- modules 5 weeks 60 1. sem. 3. year 2. sem. School subject 8 weeks 60 1. sem. 2. year 2. sem. Pedagogy/ educational theory 4 weeks 30 1. sem. Maths og Norwegian incl. litaracy and 8 weeks 60 1. year 2. sem. 1. sem.Profesjonsportal ungdomstr. - pedagogikk 4 weeks30 Teacher’s Training 8.-13. form (12-18 years) Mattias Øhra 2007

16. The end Lower Secondary School teacher education Mattias Øhra 2007