Below are abbreviated descriptions of the courses; full descriptions (mostly in Finnish) are available in the Faculty of Education course catalogue at http://www.ulapland.fi/Suomeksi/Yksikot/Kasvatustieteiden_tiedekunta/Opiskelu/Opinto-oppaat.iw3
If you have questions please email lecturers teaching the courses: firstname.familyname(at)ulapland.fi. Do not use any diacritical marks.
Early Childhood Practice 6 ects Aim/Learning outcomes: To gain experience in working in an Finnish Early Childhood setting with children aged between 3 and 6. The setting will be chosen according to each student’s interests. Content: Working in a Finnish ECEC and co-operating with the staff of the setting, the curriculum and its influence on everyday life, adults’ roles and pedagogy in the setting, focus on how the learning environment is constructed, co-operation with parents, children’s day Method: Work and active participation in a chosen setting: 6 weeks, 2 days/week, planning and analyzing activities with children, discussions with the setting staff Evaluation: Pass/fail Level: Undergraduate, graduate Tutor: Sirpa Eskelä-Haapanen
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Additional information: http://ktk.ulapland.fi/globaleducation
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IEDU 0005 Special and Inclusive Education (school experience) 4 etcs Aim/Learning outcomes: To familiarize students with the Finnish system of special and inclusive education. Content: Orientation lectures (2h) by the tutor and observation visits (20h) to 3-4 different school classes (the University of Lapland Teacher Training School and field practice schools in Rovaniemi). The observation will focus on pupils with special needs. After observations students will write a report (4-6 pages) about their feelings and experiences, and reflect on how they have perceived inclusion and exclusion in Finnish school system. The report should be based on the inclusive education literature (given by the tutor or self-chosen). Method: Lectures, observation visits, independent work. Evaluation: Pass/fail Level: Undergraduate, graduate. Tutor: Outi Kyrö-Ämmälä
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Individual Supervision for Postgraduate Research - Mathematics 10 etcs Aim/Learning outcomes: To provide individual supervision (mentoring) for students’ postgraduate research Content: Introduction to qualitative research methods with focus on narrative inquiry and its use in mathematics education research. The module is based on self-conducted research. Method: Mentoring (20h), self-conducted research Evaluation: Pass/fail Level: Postgraduate Tutor: Raimo Kaasila
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Introduction to University Studies 0 ects Aim/Learning outcomes: To familiarize students with the study system at the University of Lapland. For students to acquire a basic grasp of Finnish culture and society. To provide information about studies available in English at the Faculty of Education as well as other faculties at the University of Lapland. To provide information on the practicalities of living in Rovaniemi (e.g. housing, student lunches, medical issues). Content: Information on the study system at the University of Lapland, studies available in English, practicalities of living in Rovaniemi, Finnish culture and society. Method: Lectures and tutorials, meetings with other students and student tutors. Evaluation: No evaluation Level: Undergraduate, graduate Period: I (autumn) and III (spring) Tutor: Jaana Severidt
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KERI 0210 Foundations of Special Education 5 ects Aim/Learning outcomes: Upon a successful completion of the course, the student can describe the development of special education and the current challenges, as well as linkage between special education and the broader developments in the society. The student will be able to describe the common opportunities for and challenges to learning and participation through various perspectives. The student will be able to use the key concepts to describe teaching and learning challenges, as well as to analyse values related to diversity and disability. Method: Lectures 20 h. Independent studies. Independent studies: Students familiarize themselves with four different areas of special education. Each student must undertake at least two study visits to schools or SNE service providers. Other areas may include a range of materials related to special education and diversity (e.g. journal articles, novels, films). The student may also choose to prepare a documentary (e.g. video, installation, play) of a theme related to special education and diversity. The visits and other learning activities have to be accompanied with a written description. The literature will be recommended by the course leader. Evaluation: Pass/fail. Exam based on the literature. Additional information: Special education core courses (25 ects) are open to all Lapland University students. KERI0210 (or an equivalent course from home university) has to be completed before proceeding to other courses. Courses may be taught bilingually (Finnish/English). Students who wish to study special education in English are required to contact the course leader prior to each course.
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KERI 0211 Communication challenges 5 ects Aim/Learning outcomes: Upon a successful completion of the course, the student can describe the principles of language and communication development. The student can describe the impact of language difficulties on learning and social development. The student has acquired an overall knowledge of the causes and consequences of communication difficulties, and will be able to identify some strategies to reduce or remove these difficulties. The student will be able to describe various approaches to the communication and learning needs of learners with hearing impairment. Content: Introduction to speech, language and hearing difficulties and their implications in childhood, youth and adult life. Prerequisites: prior studies: KERI0210 or equivalent Method: Independent studies; the literature will be agreed on with the course leader Level: Undergraduate, graduate. Additional information: Special education core courses (25 ects) are open to all Lapland University students. KERI0210 (or an equivalent course from home university) has to be completed before proceeding to other courses. Courses may be taught bilingually (Finnish/English). Students who wish to study special education in English are required to contact the course leader prior to each course.
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KERI 0212 Challenging behaviour 5 ects Aim/Learning outcomes: At the end of the course, students will be able to define the key concepts related to challenging behaviour and exclusion / marginalisation. The student understands behaviour from a point of view of the individual and his/her environment, as well as the interaction between the two. The student can describe a range of strategies for behaviour management. Requirements: Lecture and literature examination OR Examination or essays based on relevant literature. Level: Undergraduate, graduate. Additional information: Special education core courses (25 ects) are open to all Lapland University students. KERI0210 (or an equivalent course from home university) has to be completed before proceeding to other courses. Courses may be taught bilingually (Finnish/English). Students who wish to study special education in English are required to contact the course leader prior to each course.
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KERI 0213 Barriers to learning 5 ects Aim/Learning outcomes: At the successful completion of the course, the student can describe specific learning difficulties, intellectual disability and giftedness. The student can identify the causes of barriers to learning and theoretical approaches that underpin our understandings of these barriers. The student can explain how multicultural aspects, specific learning difficulties, intellectual disability and giftedness are connected with learning, and understands how different pedagogical approaches can be used to support the diverse needs of learners. Content: The course consists of an exploration of barriers to learning and dimension of intelligence through a literacy review. Prerequisites: prior studies: KERI0210 or equivalent. Method: Independent studies. The literature and the literature assignment to be agreed on with the course leader. Evaluation: 5-1/fail. Level: Undergraduate, graduate. Tutor: Sai Väyrynen Additional information: Special education core courses (25 ects) are open to all Lapland University students. KERI0210 (or an equivalent course from home university) has to be completed before proceeding to other courses. Courses may be taught bilingually (Finnish/English). Students who wish to study special education in English are required to contact the course leader prior to each course.
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KERI 0214 School community and lifelong learning 5 ects Aim/Learning outcomes: Upon successfully completing the course, the student can assess the meaning of community in the individual’s development. The student will have an understanding of how inclusive education contributes towards developing communities. The student can also describe school development within the framework of school policies, practices and cultures. The student can explore multicultural education from the viewpoint of minority families, and describe the meaning of education in the lifelong learning of students with disabilities. Content: The course consists of the literature on wider perspectives of inclusive education. Method: Independent studies or the learning circle. The literature, the literature assignment and participation in the learning circle to be agreed on with the course leader. Additional information: Special education core courses (25 ects) are open to all Lapland University students. KERI0210 (or an equivalent course from home university) has to be completed before proceeding to other courses. Courses may be taught bilingually (Finnish/English). Students who wish to study special education in English are required to contact the course leader prior to each course.
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KERI 0310 Approaches to educational support 5 ects Aim/Learning outcomes: After successfully completing the course, students will be able to describe neuropsychological approaches to and interventions for learning difficulties. The student can describe the development of a child with a visual impairment, and understands curriculum and environmental adaptations involved. The student can evaluate the possible impact of disability on individual development. They will perceive disability as a multifaceted life phenomenon. Content: The course focuses on neuropsychological approach to learning difficulties, as well as particular issues on visual impairment, severe and multiple disabilities. Prerequisites: prior studies: Special needs education 25 ECTS. Method: Independent studies. Requirements: Examination or literature assignment. Evaluation: 5-1/fail. Level: Undergraduate, graduate. Additional information: Special education specialist courses (35 etcs) may be taken by students who have completed special education core courses 25 etcs (or equivalent) and obtained at least grade 3 (‘competent knowledge’) or an equivalent grade. Students who wish to take any of the courses in the 35 ects module have to contact the course leader prior to each course.
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KERI 0311 Supporting socio-emotional growth in school community 5 ects Aim/Learning outcomes: Upon the successful completion of the course, the student can name and describe various theories of challenging behaviour and how these theories characterise practice. The student can evaluate socio-emotional growth and present a range of pedagogical approaches to challenging behaviour. The student understands the challenges and opportunities related to heterogeneous grouping, and can use co-operative strategies to reduce barriers to learning and development. The student will be able to propose a range of strategies for curriculum differentiation and develop a learning community in inclusive settings. Content: The course covers various approaches to challenging behaviour and behaviour management, as well as inclusive school development and practice. Prerequisites: prior studies: Special needs education 25 ECTS. Method: Independent studies or the learning circle. Requirements: Examination or literature assignment or participation in the learning circle Level: Undergraduate, graduate. Additional information: Special education specialist courses (35 etcs) may be taken by students who have completed special education core courses 25 etcs (or equivalent) and obtained at least grade 3 (‘competent knowledge’) or an equivalent grade. Students who wish to take any of the courses in the 35 ects module have to contact the course leader prior to each course.
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KERI 0312 Responding to communication challenges in teaching and learning 5 ects Aim/Learning outcomes: Upon the successful completion of the course, the student can describe the development of language, the various factors contributing to language development and possible difficulties in the development. The student can assess and develop communication in diverse contexts of learning and education. The student can identify language and communication development challenges related to impairments and present some strategies to overcome these challenges at different points of individual’s life. The student understands the use of alternative and augmentative communication methods and shows how these could be used. Content: The course consists of the literature on identification of speech, language and hearing difficulties, as well as different rehabilitation methods. Additionally, augmentative/alternative communication methods will be introduced. Prerequisites: prior studies: Special needs education 25 ECTS. Method: Independent study of the literature. Requirements: Examination or the literature assignment Evaluation: 5-1/fail Level: Undergraduate, graduate. Tutor: Sai Väyrynen Additional information: Special education specialist courses (35 etcs) may be taken by students who have completed special education core courses 25 etcs (or equivalent) and obtained at least grade 3 (‘competent knowledge’) or an equivalent grade. Students who wish to take any of the courses in the 35 ects module have to contact the course leader prior to each course.
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KERI 0313 Practice in special education services 5ects Aim/Learning outcomes: After the completion of the course, the student will have an overview of service provision in the area of special needs education or rehabilitation or other related area. The student will apply their competences in special education in the field of teaching, coaching, consultation, administration, planning or research. Prerequisites: prior studies: Special needs education 25 ECTS. Method: The student will search and apply for a practice period according to their interest in the field of teaching, guidance and counselling, consultation, administration, planning or research. The course leader will approve the proposed place for practice. Requirements: 120 h practice, a journal and a summary of the key legislation in the area of the service provision Evaluation: Pass/fail, Level: Undergraduate, graduate. Additional information: Special education specialist courses (35 etcs) may be taken by students who have completed special education core courses 25 etcs (or equivalent) and obtained at least grade 3 (‘competent knowledge’) or an equivalent grade. Students who wish to take any of the courses in the 35 ects module have to contact the course leader prior to each course.
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KERI 0315 Research project – Special Education 10 ects Aim/Learning outcomes: After successfully completing the course, the student can search for and use relevant literature for their research. The student can conceptualise the research process and apply research methods in data collection and analysis. The student can carry out a small research and report it according to principles of scientific reporting. The student can defend their study and provide critical feedback in academic discussion. Content: Research project focuses on data collection, scientific thinking and argumentation as well as academic reporting. The students will carry out a small research or develop a comprehensive research proposal. Prerequisites: prior studies: Special needs education 25 ECTS. Research methods required for BA degree. Special education research –course. Method: seminar 30h, independent research work. Requirements: active participation in seminars, completion and presentation of the research and peer review of another student’s work. Level: Undergraduate, graduate. Additional information: Special education specialist courses (35 etcs) may be taken by students who have completed special education core courses 25 etcs (or equivalent) and obtained at least grade 3 (‘competent knowledge’) or an equivalent grade. Students who wish to take any of the courses in the 35 ects module have to contact the course leader prior to each course.
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KERI 0316 Special education research 5ects Aim/Learning outcomes: After the completion of the course, students will be able to carry out an analysis of the methods used in special education research, as well as the findings of research. The student can explain the key features of different research methods and evaluate their application in various studies. The student can summarise research and make a scientific presentation. Content: The course' will focus on scientific reasoning, argumentation as well as the foundations of special education research. The students will familiarise themselves with special education research through the exploration of studies and articles. Prerequisites: prior studies: Special needs education 25 ECTS. Students are expected to have completed research methods required for BA degree. Method: Seminar 20 h, independent studies. Requirements: active participation in seminars and an essay. Evaluation: 5-1/fail Level: Undergraduate, graduate. Additional information: Special education specialist courses (35 etcs) may be taken by students who have completed special education core courses 25 etcs (or equivalent) and obtained at least grade 3 (‘competent knowledge’) or an equivalent grade. Students who wish to take any of the courses in the 35 ects module have to contact the course leader prior to each course.
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KERI 0317 Special Education - Additional literature 5 ects Aim/Learning outcomes: Upon the successful completion of the course, the student can describe the essential ideas of the selected literature, and use these ideas in teaching and learning. Content: The course content is based on the literature recommended by the lecturer and selected by students Prerequisites: prior studies: Special needs education 25 ECTS. Method: Independent studies. Requirements: the literature examination or essays OR a learning assignment Evaluation: 5-1/fail Level: Undergraduate, graduate. Additional information: Special education specialist courses (35 etcs) may be taken by students who have completed special education core courses 25 etcs (or equivalent) and obtained at least grade 3 (‘competent knowledge’) or an equivalent grade. Students who wish to take any of the courses in the 35 ects module have to contact the course leader prior to each course.
Literature: Allan, J. 2003. Inclusion, Participation and Democracy: What is the Purpose? New York: Kluwer Academic Publishers. (available on EBrary) (1,5 ects)
Armstrong, F. 2003. Spaced Out: Policy, Difference and the Challenge of Inclusive Education. New York: Kluwer Academic Publishers. (available on EBrary) (1,5 ects)
Bigby, C., Fyffe, C. & Ozanne, E. 2007. Planning and Support for People with Intellectual Disabilities: Issues for Case Managers and Other Professionals. Jessica Kingsley Publishers (available on EBrary) (2 ects)
Burke, Peter, 2003. Brothers and Sisters of Disabled Children. Jessica Kingsley Publishers (available on EBrary) (1,5 ects)
Cooper, P. & Tiknaz, Y. 2007. Nurture Groups in School and at Home: Connecting with Children with Social, Emotional and Behavioural Difficulties. Jessica Kingsley Publishers. (available on EBrary) (2 ects)
Daniels, H. (ed.) 2000. Special Education Reformed: Inclusion Beyond Rhetoric? New Millennium Series. (available on EBrary) ( 2 ects)
Eriksson, E. & Arnkil, T.E. (2009) Taking up One’s Worries. A Handbook on Early Dialogues. Jyväskylä: Gummerus Printing. (available on http://www.thl.fi/thl-client/pdfs/d4782cad-3b09-471b-b80c-bb42f6f07ee6) (0,5 ects)
Gleeson, B. 1999. Geographies of Disability. Routledge: Florence. Parts I and III. (available on EBrary) (2 ects)
Hopkins, B. 2003. Just Schools: A Whole School Approach to Restorative Justice. Jessica Kingsley Publishers. (available on EBrary) (1,5 ects)
McRuer, R. 2006. Crip Theory: Cultural Signs of Queerness and Disability. (available on EBrary) (1,5 ects)
Moore, A. 2000. Teaching and learning. Pedagogy, Curriculum and Cultures. London: Routledge. (available on EBrary) (1,5 ects)
Ratcliff, P. 2004. ‘Race’, Ethnicity and Difference: Imagining the Inclusive Society. Maidenhead: Open University Press & McGraw-Hill Education. (available on EBrary) (1,5 ects)
Thomas, G. & Loxley, A. 2001 / 2007. Deconstructing Special Education and Constructing Inclusion. Maidenhead: Open University Press & McGraw-Hill Education. (available on EBrary) (2 ects)
Wall, Kate2003Special Needs and Early Years : A Practitioner's Guide. Paul Chapman Publishing, Limited (available on EBrary) (2 ects)
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KKAS 0301 Early Years Education and Care (ECEC) in Finland 5 ects Aim/Learning outcomes: To familiarize students with the Finnish Early Years Education system for children aged between 3 and 8 years. On completion of the module students will be able to identify the important issues and how these have been addressed in Finland. They will also demonstrate knowledge of and insight into factors influencing the development of Early Years provision and education. Content: Early Years settings, curricula, teacher’s roles, learning environment and pedagogy Method: Lectures, seminars, workshop sessions, group work, visits to Early Years settings, individual study Evaluation: 5-1/fail. A report on the visits and an essay discussing Finnish Early Years Education. Level: Undergraduate, graduate Tutor: Sirpa Eskelä-Haapanen
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KKAS 2101 Schools of Educational Philosophy 4 ects Aim/Learning outcomes: The student: (1) forms an overall picture of schools of educational philosophy and pursues in depth some main question or school of educational philosophy or the views of some educational thinker, and learns to practice critical and independent thinking when studying and contemplating educational philosophies; (2) learns to form and present essential philosophical questions central to the effectiveness of education, and to search answers to different models of solutions to these questions, particularly in synergistic cooperation with others; (3) learns to apply his/her educational philosophical thoughts to the praxis off education, to the development of the individual and the community, and to human empowerment. Content: The scientific method and understanding reality; review of some general schools of the philosophy of science and philosophical schools of thought in the background of the science of education; education as a societal evolutionary engine, the role of education as an agent for releasing human potential and building societal futures; implementing educational philosophical solutions and ideas: education for community and individual growth and development from the grassroots level. Method: Introductory lectures/discussions (24 h), writing a general learning journal, writing (in pairs or groups) an analytical essay; books and course materials are studied critically (not as given knowledge for assimilation) to facilitate inquiry into the interconnections of issues. Evaluation: 5-1/fail Level: Undergraduate, graduate Tutor: Partow Izadi.
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KTYL 0201 Finnish System of Education 2 ects Aim/Learning outcomes: Students will be familiarized with the Finnish system of education in general and some aspects of special education, early childhood education and adult education in particular. After course completion students should be able to demonstrate similarities and differences regarding the Finnish and students’ native systems. Additional information: A good command of English is required.
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LAER 0321 Oral Skills 5 ects Aim/Learning outcomes: To provide a range of opportunities for the students to improve their communicative competence for various contexts. To develop and expand students’ vocabulary, organisational skills and teaching competence, to expand their knowledge and understanding of cultural aspects and features of the English language. Content: Communicative activities, discussions, debates, role play and simulations. Requirements: Active participation. Preparation and execution of a series of communicative activities with the class.
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LAER 0322 Children´s Literature 3 ects Aim/Learning outcomes: Students will become familiar with a broad spectrum of English-language children's literature spanning many eras. They will explore the themes and language features of these texts and develop their ability to analyse children's (and other) literature Content: The exploration of themes and language within a variety of texts, including classic stories and fairy tales, myths, legends and fables, as well as contemporary children’s stories. Method: Contact teaching 30 h. Discussions in class of the set texts. Leading questions set by teacher. Homework: reading and highlighting of set texts for class discussions. Two books to be chosen for presentation and essays. Requirements: All set texts to be read and highlighted in readiness for class discussions. Assessment based upon: 1) Active participation in class discussions, 2) The reading of two books of the student’s own choice leading to: a) A short, summary-style essay about each book giving basic information about the author, the plot of the book and the student's own opinion of the book; these essays will be collected as part of a class anthology to be distributed at the end of the course, b) An in-class oral presentation about one of the books, and c) A longer, analytical paper about one of the books. Literature, materials: Texts for class discussion (fairy tales, myths, stories, etc.) and other material will be provided by the teacher. Students are responsible for choosing and finding copies of two English-language books (to be approved by the teacher) which they will read and analyse in the essays and presentation described above. Evaluation: 5 - 1/fail based on class discussions, the oral presentation, and the three essays. Level: Undergraduate, graduate.
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LAER 0324 Writing and Grammar 3 ects and revising. Students should be able to write a properly structured paragraph, coherent arguments, descriptions, a short story, a summary and a reaction essay. Students will know the principles of normative grammar on the intermediate level and will be able to teach selected grammatical structures on the primary school level. Content: Instruction will include analysis of selected types of texts and guidelines for writing them (e.g. argumentative essays, reaction essays, summaries); Some writing will be based on readings selected by the teacher and students. Systematic revision of intermediate grammar with attention to explaining some grammatical points for teaching purposes. Method: Contact teaching 30 h; individual writing, peer correction, re-drafting, group work, self-study. Level: Undergraduate, graduate. Additional information: The course is intended for those students in class teacher education and training who specialize in English. Admission priority will be given to those students. All other students have to contact the course tutor before enrolment. A good command of English is required.
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LAER 0325 Phonetics and Pronunciation 5 ects Aim/Learning outcomes: Students will acquire basic knowledge of the English phonological system and how English sounds are produced, learn how to read and transcribe words using the International Phonetic Alphabet, improve their own pronunciation, and prepare themselves to deal with their future pupils' pronunciation problems. Content: Basic course (3.5 op/ECTS cr.): Introduction to English segmental phonetics and phonemic transcription, as well as pronunciation practice and practical methods of improving pupils' pronunciation. Advanced course (1.5 op/ECTS cr.): Introduction to word and sentence stress, strong and weak forms, and intonation, as well as pronunciation practice and practical methods of improving pupils' pronunciation Prerequisites: The basic course (40 hours) is a prerequisite for the advanced course (20 hours) Method: Contact teaching: 60h (40h + 20 h); lectures, discussion, practical exercises, homework. Requirements: Regular attendance, completion of homework, active participation in classwork and successful completion of the exams at the end of the basic and advanced courses. Tutor: Michael Hurd.
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LAER 0326 Introduction to the Study of Language 2 ects Content: The course will cover those areas of the language study which are of particular interest to teachers of English: theories of language acquisition and learning, issues in semantics, pragmatics, sound system, and language analysis on morphological, word and sentence levels. Additional information: The course is intended for those students in class teacher education and training who specialize in English. Admission priority will be given to those students. All other students have to contact the course tutor before enrolment. A good command of English is required.
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LAER 0327 Didactics for Students Specializing in English 4 ects Aim/Learning outcomes: Students should be able to demonstrate theoretical and practical knowledge of various approaches to TEFL so that they can make informed choices in their practical teaching of English. Prerequisites: LAPE 1601 (see Teaching Experience Package English) or a course with the corresponding content is a prerequisite for this course. All other English specialist courses (laer0320) must be completed (except parallely taught laer0322). International students: please contact the course tutor. Method: Contact teaching: 40h; lectures, individual and group work, presentations, student-led seminars, written course work. Level: Undergraduate, graduate. Additional information: The course is intended for those students in class teacher education and training who specialize in English. Admission priority will be given to those students, based on prerequisites. All other students have to contact the course tutor before enrolment. A good command of English is required.
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LAER 0328 Communicative Materials 2 ects Content: Introduction to the main communicative techniques: information gap (describe and draw, spot the difference, jigsaw), role play / simulation, interviews, debates, surveys. Trying out and critically evaluating examples of these techniques. Creating or adapting samples of communicative materials and testing with a small group of peers , followed by reflection and evaluation of the materials. Method: Contact teaching 20 h; Lectures, practical exercises, discussions, homework in the form of material preparation, testing prepared material, personal reflection and evaluation of the material Requirements: 1.Active participation in activities and discussions; 2.Preparation of age and curriculum appropriate communicative material; 3.Execution of said material with a small group of fellow students, reflection and evaluation of the event. Evaluation: 5 - 1 /Fail (for criteria of assessment see ‘requirements’) Level: Undergraduate, graduate. Additional information: The course is intended for those students in class teacher education and training who specialize in English. Admission priority will be given to those students. All other students have to contact the course tutor before enrolment. A good command of English is required.
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LAER 0329 British Culture 1 ects Content: The course will focus on exploring themes such as: the countries that make up the UK, schools and education, sport, festivals, London, daily newspapers, etc. Evaluation: Pass/fail based on active participation Additional information: The course is intended for those students in class teacher education and training who specialize in English. Admission priority will be given to those students. All other students have to contact the course tutor before enrolment. A good command of English is required.
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LAER 072_ School physical education and didactic applications 2-8 ects Aim/Learning outcomes: To offer professional readiness for teaching physical education in primary school in grades 1 to 6. Content: Outdoor activities (orienteering, hiking). Development of motor abilities (gymnastics, athletics). The basics of national physical education culture (Finnish baseball). Ball games (football, basketball) Method: 110 h exercises Evaluation: Active participation in exercises. Written essay on a given topic based on exercises. Attendance is compulsory. Level: Undergraduate, graduate. Tutor: Ari Kunnari and Mikko Ojanaho
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LAER 1321/1421 History and development of technology 2 ects Content: Students are familiarized with the environment of the artefacts as cultural phenomena; they experiment with the craft traditional techniques and get familiar with the different materials of nature. Students are also acquainted with the history of technology. Evaluation: Pass/fail. Level: Undergraduate, graduate.
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LAER 1625 Finnish Literature 3 ects Aim/Learning outcomes: The aim of the course is to familiarize students with the history of Finnish literature from the 16th century to modern times. Content: The history of Finnish literature from the 16th century to (post)modernism. This course is part of a broader course on comparative literature. Method: Lectures and seminars. Evaluation: 5-1/fail. Level: Undergraduate, graduate. Period: I-II (autumn) Tutor: Marja Kalske Please note: the language of the course is Finnish and English
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LAPE 0920 Craft and Technology. Combined Craft in Early Years Education 2 ects Aim/Learning outcomes: To familiarize students with possibilities of combined craft and technology. To broaden their understanding of materials and methods in early years education. For the students to prepare age and curriculum appropriate materials for lessons using creative learning methods. Content: Analysis of materials and methods in early years education. Creating teaching materials for lessons. Preparing materials for the portfolio. Method: 24h lectures and group work. A 2h seminar. Evaluation: Pass/fail based on active participation, portfolio and project. Level: Undergraduate, graduate Period: IV (spring) Tutor: Miia Hast
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LAPE 1502 Finnish Language and Literature 2 ects Aim/Learning outcomes: To study some aspects of the Finnish folklore. To study drama techniques in teaching mother tongue and literature. Content: Finnish folklore and folk tradition: children’s lore, some features of old and new folk life, urban traditions. Drama pedagogy including playing drama games, acting with puppets, acting out poems, storytelling. Method: Seminars and workshop sessions: 20 h Evaluation: Active participation in seminars and workshop sessions Level: Undergraduate, first year students Tutor: Marja Kalske and Seija Tuovila Please note: the language of the course is Finnish but some instruction in English is available. The course is based on demonstrations and has a practical approach so the content can be followed even without earlier studies in Finnish language
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LAPE 1601 English Didactics Foundation Course 3 ects Content: The basics of the following aspects will be addressed during the course: children vs adults in learning foreign languages, basic foreign language lesson types, teaching various language skills, long-term, period and lesson planning, approaches to correction, motivating young learners, assessment and evaluation, ICT in foreign language teaching, selected concepts and terminology related to the language and teaching of a foreign language, and classroom management. Prerequisites: A good command of English is required. Method: Contact teaching: 30h; A mixture of lectures, seminars, tutorials, individual, pair, and group work, and written course work. Evaluation: Pass/fail. Assessment by full attendance, active participation and reflective journal. Additional information: Active in-class full attendance is essential as evaluation of student course work is on continuous basis. Therefore absence cannot be compensated by any out-of-class “extra” written assignments. Students outside class teacher education and training have to contact the course tutor before enrolment.
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LKAS 3106 Teachers’ Professional and Personal Development 3 ects Aim/Learning outcomes: To familiarize students with main phases of the teacher's career, characteristic features and processes of the teacher’s professional development as well as issues of the teacher’s personal growth and identity formation. To make students reflect on their personal development, their past, present and future goals. Content: The course will address issues regarding the teacher's career, professional development and learning, teacher’s knowledge and identity as well as professional autonomy, collaboration and reflective practice. Method: Lectures, seminars Evaluation: 5-1/fail, based on active participation and a written reflective essay. Level: Undergraduate, graduate. Period: III-IV (spring) Tutor: Anneli Lauriala
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LTAS 0101 Observation Period Leading to the Teaching Experience 4 ects Prerequisites: Students are expected to be familiar with a foreign language lesson structure and, to a certain extent, foreign language teaching methods and approaches. A good command of English is required.
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LTAS 0202 Teaching Experience 4-12 ects |
LTAS 0203 The Teaching Experience Reflective Report (TERR) 1 ects |
Primary School Experience with 7-8-year olds 4 ects Aim/Learning outcomes: To provide students with experience of working with children aged 7-8 at the University of Lapland Teacher Training School. To get to know the foundation phase of primary school education with focus on differences between Finland and home country systems. To reflect on primary school experience with 7-8 year olds Content: The foundation phase of Finnish primary school education, the curriculum and its influence on everyday life, teacher’s roles and pedagogy in the school, principles of constructing learning environment, co-operation with parents, children’s daily activities. A written report in which students concentrate on any aspect of Finnish primary school education they find most interesting or most different compared to the systems in their home countries (e.g. the most positive features, elements of the Finnish system students would like to change, questions students would like to raise). Method: Working and actively participating in planning and analyzing activities for and with children at the University of Lapland Teacher Training School, discussions with the school staff, 6 days (42 hours). A 4 - 5 pages report on experience in which students will discuss the most important issues learned during the school experience. Evaluation: Pass/fail. Active participation, written report Level: Undergraduate, graduate Tutor: Sirpa Eskelä-Haapanen
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The Reflective Report on Early Childhood Practice 4 ects Aim/Learning outcomes: To study in Early Childhood education in Finland with focus on differences between Finland and home country systems. Content: The most positive aspects of Finnish Early Childhood Education compared with home country, elements of the Finnish system students would like to change, questions students would like to raise Method: Individual study and written report Evaluation: 5-1/fail. A reflective report of 7-10 pages on Early Childhood Practice in which students will discuss the most important things learned during the practice. Level: Undergraduate, graduate Tutor: Sirpa Eskelä-Haapanen
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XFIN 0001 Finnish for Foreigners 1 3 ects Aim/Learning outcomes: The aim of the course is to learn basic vocabulary and grammar so that the student will be able to get by in simple everyday situations, such as introducing him/herself, greetings, shopping, numbers, time expressions etc. After successful completion of the course the student will be encouraged to use Finnish in situations related to everyday life. The aim is to achieve the level A1 of the CEFR (the Common European Framework of Reference for Languages). Content: The course will cover all sub-skills: pronunciation, speaking, listening comprehension, writing, reading and grammar. The main emphasis, however, will be on understanding and speaking. Method: Individual tasks, pair, and group work. Exercises 36 h. Homework to be completed at home. Evaluation: 5-1/fail. Active participation in class. Final exam. Level: Participation requires no earlier studies in Finnish language. Tutor: Riitta Kontio
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XFIN 0007 Survival Finnish 2 ects Aim/Learning outcomes: The aim of the course is to learn basic vocabulary, grammar and phrases for coping with everyday situations in Finnish (e.g. greeting others, numbers. the days of the week, telling about oneself, shopping). After completion of the course the student will be encouraged to operate on Finnish in easy everyday situations. The aim is to achieve the level A1 of the CEFR (the Common European Framework of Reference for Languages). Content: The course concentrates on the words and language use necessary for practical everyday situations. Method: Individual tasks and pair and group work. Exercises 24 hours. Homework to be completed at home. Evaluation: 5-1/fail. Active participation in class. Final examination. Level: Undergraduate, graduate. Participation requires no earlier studies in Finnish language. Tutor: Riitta Kontio
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