Curricula

Objectives

The purpose of the study unit 

In this study unit, you will familiarise yourself with the diversity of students’ learning and studying: the student’s individual needs for support, the significance of culture and language, and the nature of gender sensitive guidance. You will also familiarise yourself with the collaboration networks for guidance and support at an educational institution. In this study unit, you will grow your capabilities as a developer of accessible learning and teaching together with a variety of actors.

Study unit competences

In this study unit, you will promote and develop your interpersonal skills and reflection skills.

The objective for interpersonal skills is to be able to strengthen learners’ competence. You will be able to support learners’ competence for continuous learning, such as self-regulation and reflection skills, and the ownership of their own learning process. You will also have the ability to take into account learner diversity and learners’ personal starting points and goals when planning and carrying out learning sessions and guiding learning. Your approach is dialogical and ethical in a way that supports the well-being of learners.

The objective for reflective skills is to be able to recognise and assess one’s pedagogical assumptions, and work methods as facilitators of learning. You will be able to realistically assess your own learning and competence and set yourself new goals as a facilitator of learning.

Learning objectives

You will be able to assess your own perspectives as a teacher for diverse learners and support the learning of all learners. You will be aware of learners’ individual experience, support needs and backgrounds, and you will understand their significance in the learning process. You will also understand the significance of cultural and gender sensitivity in a teacher’s work. 

Content

Special needs support and guidance as part of a teacher’s competence. Questions of equality, accessibility and inclusion. Culturally sensitive, linguistically aware, and gender sensitive guidance and teaching.

Learning materials and recommended literature

Ahonen. T., Aro. M., Aro, T., Lerkkanen, M-K. & Siiskonen, T. 2020. Oppimisen vaikeudet. NMI, Otavan kirjapaino.

Korhonen, V. & Puukari, S. 2013. Monikulttuurinen ohjaus- ja neuvontatyö. PS-Kustannus.

Karvinen, M. & Venesmäki, E. 2019. Tilaa moninaisuudelle! Opas seksuaali- ja sukupuolivähemmistöjen yhdenvertaisuuden edistämiseen. https://ranneliike.net/uutiset/15428/tilaa-moninaisuudelle-opas-auttaa-seksuaali-ja.

Niemi, A-M. 2015. Erityisiä koulutuspolkuja? Tutkimus erityisopetuksen käytännöistä peruskoulun jälkeen. https://helda.helsinki.fi/handle/10138/158436

Aarnio, H. 2012. Dialogiset menetelmät -sivusto. Hämeen ammattikorkeakoulu. http://www3.hamk.fi/dialogi/diale/menetelmat/

Kuntoutussäätiön oppaat ja hankejulkaisut. https://oppimisvaikeus.fi/materiaalit/kuntoutussaation-hankejulkaisut/

You will find additional learning materials and assignments in the online learning environment.

Teaching methods

Open Studies and Master's Degree education students: This is an online study unit. It is based on independent work, learning assignments and online guidance. This study unit has a start-up webinar and closing webinar. In orientation webinar the content is presented and instructions are given. In closing webinar we take a sight to the tasks in time.

Student workload

In total, the course consists of 135 hours (5 x 27h) of students’ work:
- Orientation 5 hours (includes 2 hours webinar)
- Self-directed learning in online environment, reading the learning materials, completing the learning assignments 130 h

Content scheduling

Orientation webinar: Wed 7.2.2024 from 17.30 to 19.00
Two closing webinars with the same content will be arranged: Wed 3.4.2024 from 16.00 to 18.00 and Wed 8.5.2024 from 16.00 to 18.00. Participation in closing webinar is essential.

Further information for students

The assessment is qualitative and is based on learning objectives. The methods for evaluation of the learning process are feedback and self-assessment. Competence assessment is based on criteria and the teacher educator makes the assessment decision once all the learning tasks have been completed. The assessment material consists of the learning tasks of the course and self-assessment tasks.

Evaluation scale

Pass/Fail

Evaluation criteria, pass/failed

The criteria for assessing the approved level are as follows:

Interpersonal skills
- You will understand the significance of student diversity in your own teaching work and the activities of student groups.   
- You will be aware of students’ possible needs for special support . 
- You will understand the importance of cultural and gender sensitivity in teaching and guidance work.  

Reflection skills
- You will identify and assess, from the perspective of promoting student equality and inclusion, the basic concepts, values and attitudes that influence your teaching and you own ways of thinking and operating models.  
- You will set new objectives for yourself as a teacher engaging with student diversity.

Objectives

The purpose of the study unit 

In this study unit, you will familiarise yourself with the diversity of students’ learning and studying: the student’s individual needs for support, the significance of culture and language, and the nature of gender sensitive guidance. You will also familiarise yourself with the collaboration networks for guidance and support at an educational institution. In this study unit, you will grow your capabilities as a developer of accessible learning and teaching together with a variety of actors.

Study unit competences

In this study unit, you will promote and develop your interpersonal skills and reflection skills.

The objective for interpersonal skills is to be able to strengthen learners’ competence. You will be able to support learners’ competence for continuous learning, such as self-regulation and reflection skills, and the ownership of their own learning process. You will also have the ability to take into account learner diversity and learners’ personal starting points and goals when planning and carrying out learning sessions and guiding learning. Your approach is dialogical and ethical in a way that supports the well-being of learners.

The objective for reflective skills is to be able to recognise and assess one’s pedagogical assumptions, and work methods as facilitators of learning. You will be able to realistically assess your own learning and competence and set yourself new goals as a facilitator of learning.

Learning objectives

You will be able to assess your own perspectives as a teacher for diverse learners and support the learning of all learners. You will be aware of learners’ individual experience, support needs and backgrounds, and you will understand their significance in the learning process. You will also understand the significance of cultural and gender sensitivity in a teacher’s work. 

Content

Special needs support and guidance as part of a teacher’s competence. Questions of equality, accessibility and inclusion. Culturally sensitive, linguistically aware, and gender sensitive guidance and teaching.

Learning materials and recommended literature

Ahonen. T., Aro. M., Aro, T., Lerkkanen, M-K. & Siiskonen, T. 2020. Oppimisen vaikeudet. NMI, Otavan kirjapaino.

Korhonen, V. & Puukari, S. 2013. Monikulttuurinen ohjaus- ja neuvontatyö. PS-Kustannus.

Karvinen, M. & Venesmäki, E. 2019. Tilaa moninaisuudelle! Opas seksuaali- ja sukupuolivähemmistöjen yhdenvertaisuuden edistämiseen. https://ranneliike.net/uutiset/15428/tilaa-moninaisuudelle-opas-auttaa-seksuaali-ja.

Niemi, A-M. 2015. Erityisiä koulutuspolkuja? Tutkimus erityisopetuksen käytännöistä peruskoulun jälkeen. https://helda.helsinki.fi/handle/10138/158436

Aarnio, H. 2012. Dialogiset menetelmät -sivusto. Hämeen ammattikorkeakoulu. http://www3.hamk.fi/dialogi/diale/menetelmat/

Kuntoutussäätiön oppaat ja hankejulkaisut. https://oppimisvaikeus.fi/materiaalit/kuntoutussaation-hankejulkaisut/

You will find additional learning materials and assignments in the online learning environment.

Teaching methods

Open Studies and Master's Degree education students: This is an online study unit. It is based on independent work, learning assignments and online guidance. This study unit has a start-up webinar, where the content is presented and instructions are given.

Alternative completion methods

Acquiring and demonstrating competence:

You can acquire the competence that is the objective of this course by participating in the online course and successfully completing the learning and assessment assignments that are part of it.

You may have already been able to acquire the competence that is the objective of this course by completing a corresponding course at Jamk's Open University of Applied Sciences, which you can use to apply for accreditation for the course.

You may also have acquired the competence that is the objective of this course in working life or other contexts before or during teacher studies. A certificate of completed education is not sufficient for the accreditation of competence; other types of assessment material and demonstration of competence are needed. The teacher educators of the course assess your competence in relation to the competence of teacher education and decide on the accreditation.

Student workload

This study unit is worth five ECTS credits. This means that 135 hours have been reserved for you for completing the different tasks:
- Orientation 5 hours (includes 2 hours webinar)
- Self-directed learning in online environment, reading the learning materials, completing the learning assignments 130 h

Content scheduling

Voit suorittaa tämän opintojakson henkilökohtaisen opiskelusuunnitelmasi mukaisesti 15.8.2023-31.5.2026. Opintojakso on auki erikseen ilmoitettuina aikoina: 15.8.2023-31.5.2024; 15.8.2024-31.5.2025; 15.8.2025-31.5.2026. Tehtäväsi säilyvät verkkoalustalla myös kesätauon ajan.

Further information for students

The assessment is qualitative and is based on learning objectives. The methods for evaluation of the learning process are feedback and self-assessment. Competence assessment is based on criteria and the teacher educator makes the assessment decision once all the learning tasks have been completed. The assessment material consists of the learning tasks of the course and self-assessment tasks.

Evaluation scale

Pass/Fail

Evaluation criteria, pass/failed

The criteria for assessing the approved level are as follows:

Interpersonal skills
- You will understand the significance of student diversity in your own teaching work and the activities of student groups.   
- You will be aware of students’ possible needs for special support . 
- You will understand the importance of cultural and gender sensitivity in teaching and guidance work.  

Reflection skills
- You will identify and assess, from the perspective of promoting student equality and inclusion, the basic concepts, values and attitudes that influence your teaching and you own ways of thinking and operating models.  
- You will set new objectives for yourself as a teacher engaging with student diversity.

Objectives

The purpose of the study unit 

In this study unit, you will familiarise yourself with the diversity of students’ learning and studying: the student’s individual needs for support, the significance of culture and language, and the nature of gender sensitive guidance. You will also familiarise yourself with the collaboration networks for guidance and support at an educational institution. In this study unit, you will grow your capabilities as a developer of accessible learning and teaching together with a variety of actors.

Study unit competences

In this study unit, you will promote and develop your interpersonal skills and reflection skills.

The objective for interpersonal skills is to be able to strengthen learners’ competence. You will be able to support learners’ competence for continuous learning, such as self-regulation and reflection skills, and the ownership of their own learning process. You will also have the ability to take into account learner diversity and learners’ personal starting points and goals when planning and carrying out learning sessions and guiding learning. Your approach is dialogical and ethical in a way that supports the well-being of learners.

The objective for reflective skills is to be able to recognise and assess one’s pedagogical assumptions, and work methods as facilitators of learning. You will be able to realistically assess your own learning and competence and set yourself new goals as a facilitator of learning.

Learning objectives

You will be able to assess your own perspectives as a teacher for diverse learners and support the learning of all learners. You will be aware of learners’ individual experience, support needs and backgrounds, and you will understand their significance in the learning process. You will also understand the significance of cultural and gender sensitivity in a teacher’s work. 

Content

Special needs support and guidance as part of a teacher’s competence. Questions of equality, accessibility and inclusion. Culturally sensitive, linguistically aware, and gender sensitive guidance and teaching.

Time and location

This course in non-stop on-line course in Moodle

Learning materials and recommended literature

Web-pages:

https://yhdenvertaisuus.fi/en/frontpage
Who we are | Equality and Human Rights Commission (equalityhumanrights.com)
Equality Act - Gender equality - THL
Equity vs. Equality: What’s the Difference? - Resources (gwu.edu)
STM_kasvatusjakoulutus_UK_verkko.pdf
Education and gender equality (unesco.org)
Education - Gender equality - THL
Gender Equality | United Nations
Making Finland a Global Leader in Gender Equality. Government Action Plan for Gender Equality 2020–2023 (valtioneuvosto.fi)
Aarnio, H. 2012. Diale-methods. Hämeen ammattikorkeakoulu. http://www3.hamk.fi/dialogi/diale/menetelmat/

Kuntoutussäätiön oppaat ja hankejulkaisut. https://oppimisvaikeus.fi/materiaalit/kuntoutussaation-hankejulkaisut/

Articles:
Nikula, T., Skinnari, K., & Mård-Miettinen, K. (2022). Diversity in CLIL as experienced by Finnish CLIL teachers and students : matters of equality and equity. International Journal of Bilingual Education and Bilingualism, Early online. https://doi.org/10.1080/13670050.2022.2028125
Zacheus, T., Kalalahti, M., Varjo, J., Saarinen, M., Jahnukainen, M., Mäkelä, M.-L. and Kivirauma, J., 2019. Discrimination, Harassment and Racism in Finnish Lower Secondary Schools. Nordic Journal of Migration Research, 9(1), pp.81–98. DOI: http://doi.org/10.2478/njmr-2019-0004
Hummelstedt, I. 2022. Acknowledging diversity but reproducing the Other : A critical analysis of Finnish multicultural education. Helsinki Studies in Education, number 138. https://helda.helsinki.fi/handle/10138/342840

You will find learning materials and assignments in the online learning environment.

Teaching methods

Open Studies and Master's Degree education students: This is an online study unit. It is based on independent work, learning assignments and online guidance. This study unit has a start-up webinar, where the content is presented and instructions are given.

Alternative completion methods

Acquiring and demonstrating competence:

You can acquire the competence that is the objective of this course by participating in the online course and successfully completing the learning and assessment assignments that are part of it.

You may have already been able to acquire the competence that is the objective of this course by completing a corresponding course at Jamk's Open University of Applied Sciences, which you can use to apply for accreditation for the course.

You may also have acquired the competence that is the objective of this course in working life or other contexts before or during teacher studies. A certificate of completed education is not sufficient for the accreditation of competence; other types of assessment material and demonstration of competence are needed. The teacher educators of the course assess your competence in relation to the competence of teacher education and decide on the accreditation.

Student workload

This study unit is worth five ECTS credits. This means that 135 hours have been reserved for you for completing the different tasks:
- Orientation 5 hours (includes 2 hours webinar)
- Self-directed learning in online environment, reading the learning materials, completing the learning assignments 130 h

Content scheduling

Voit suorittaa tämän opintojakson henkilökohtaisen opiskelusuunnitelmasi mukaisesti 15.8.2023-31.5.2026. Opintojakso on auki erikseen ilmoitettuina aikoina: 15.8.2023-31.5.2024; 15.8.2024-31.5.2025; 15.8.2025-31.5.2026. Tehtäväsi säilyvät verkkoalustalla myös kesätauon ajan.

Further information for students

The assessment is qualitative and is based on learning objectives. The methods for evaluation of the learning process are feedback and self-assessment. Competence assessment is based on criteria and the teacher educator makes the assessment decision once all the learning tasks have been completed. The assessment material consists of the learning tasks of the course and self-assessment tasks.

Evaluation scale

Pass/Fail

Evaluation criteria, pass/failed

The criteria for assessing the approved level are as follows:

Interpersonal skills
- You will understand the significance of student diversity in your own teaching work and the activities of student groups.   
- You will be aware of students’ possible needs for special support . 
- You will understand the importance of cultural and gender sensitivity in teaching and guidance work.  

Reflection skills
- You will identify and assess, from the perspective of promoting student equality and inclusion, the basic concepts, values and attitudes that influence your teaching and you own ways of thinking and operating models.  
- You will set new objectives for yourself as a teacher engaging with student diversity.

Objectives

The purpose of the study unit 

In this study unit, you will familiarise yourself with the diversity of students’ learning and studying: the student’s individual needs for support, the significance of culture and language, and the nature of gender sensitive guidance. You will also familiarise yourself with the collaboration networks for guidance and support at an educational institution. In this study unit, you will grow your capabilities as a developer of accessible learning and teaching together with a variety of actors.

Study unit competences

In this study unit, you will promote and develop your interpersonal skills and reflection skills.

The objective for interpersonal skills is to be able to strengthen learners’ competence. You will be able to support learners’ competence for continuous learning, such as self-regulation and reflection skills, and the ownership of their own learning process. You will also have the ability to take into account learner diversity and learners’ personal starting points and goals when planning and carrying out learning sessions and guiding learning. Your approach is dialogical and ethical in a way that supports the well-being of learners.

The objective for reflective skills is to be able to recognise and assess one’s pedagogical assumptions, and work methods as facilitators of learning. You will be able to realistically assess your own learning and competence and set yourself new goals as a facilitator of learning.

Learning objectives

You will be able to assess your own perspectives as a teacher for diverse learners and support the learning of all learners. You will be aware of learners’ individual experience, support needs and backgrounds, and you will understand their significance in the learning process. You will also understand the significance of cultural and gender sensitivity in a teacher’s work. 

Content

Special needs support and guidance as part of a teacher’s competence. Questions of equality, accessibility and inclusion. Culturally sensitive, linguistically aware, and gender sensitive guidance and teaching.

Learning materials and recommended literature

Ahonen. T., Aro. M., Aro, T., Lerkkanen, M-K. & Siiskonen, T. 2020. Oppimisen vaikeudet. NMI, Otavan kirjapaino.

Korhonen, V. & Puukari, S. 2013. Monikulttuurinen ohjaus- ja neuvontatyö. PS-Kustannus.

Karvinen, M. & Venesmäki, E. 2019. Tilaa moninaisuudelle! Opas seksuaali- ja sukupuolivähemmistöjen yhdenvertaisuuden edistämiseen. https://ranneliike.net/uutiset/15428/tilaa-moninaisuudelle-opas-auttaa-seksuaali-ja.

Niemi, A-M. 2015. Erityisiä koulutuspolkuja? Tutkimus erityisopetuksen käytännöistä peruskoulun jälkeen. https://helda.helsinki.fi/handle/10138/158436

Aarnio, H. 2012. Dialogiset menetelmät -sivusto. Hämeen ammattikorkeakoulu. http://www3.hamk.fi/dialogi/diale/menetelmat/

Kuntoutussäätiön oppaat ja hankejulkaisut. https://oppimisvaikeus.fi/materiaalit/kuntoutussaation-hankejulkaisut/

You will find additional learning materials and assignments in the online learning environment.

Teaching methods

Open Studies and Master's Degree education students: This is an online study unit. It is based on independent work, learning assignments and online guidance. This study unit has a start-up webinar, where the content is presented and instructions are given.

Alternative completion methods

Acquiring and demonstrating competence:

You can acquire the competence that is the objective of this course by participating in the online course and successfully completing the learning and assessment assignments that are part of it.

You may have already been able to acquire the competence that is the objective of this course by completing a corresponding course at Jamk's Open University of Applied Sciences, which you can use to apply for accreditation for the course.

You may also have acquired the competence that is the objective of this course in working life or other contexts before or during teacher studies. A certificate of completed education is not sufficient for the accreditation of competence; other types of assessment material and demonstration of competence are needed. The teacher educators of the course assess your competence in relation to the competence of teacher education and decide on the accreditation.

Student workload

This study unit is worth five ECTS credits. This means that 135 hours have been reserved for you for completing the different tasks:
- Orientation 5 hours (includes 2 hours webinar)
- Self-directed learning in online environment, reading the learning materials, completing the learning assignments 130 h

Content scheduling

Voit suorittaa tämän opintojakson henkilökohtaisen opiskelusuunnitelmasi mukaisesti 15.8.2022-31.5.2025. Opintojakso on auki erikseen ilmoitettuina aikoina: 15.8.2022-31.5.2023; 15.8.2023-31.5.2024; 15.8.2024-31.5.2025. Tehtäväsi säilyvät verkkoalustalla myös kesätauon ajan.

Further information for students

The assessment is qualitative and is based on learning objectives. The methods for evaluation of the learning process are feedback and self-assessment. Competence assessment is based on criteria and the teacher educator makes the assessment decision once all the learning tasks have been completed. The assessment material consists of the learning tasks of the course and self-assessment tasks.

Evaluation scale

Pass/Fail

Evaluation criteria, pass/failed

The criteria for assessing the approved level are as follows:

Interpersonal skills
- You will understand the significance of student diversity in your own teaching work and the activities of student groups.   
- You will be aware of students’ possible needs for special support . 
- You will understand the importance of cultural and gender sensitivity in teaching and guidance work.  

Reflection skills
- You will identify and assess, from the perspective of promoting student equality and inclusion, the basic concepts, values and attitudes that influence your teaching and you own ways of thinking and operating models.  
- You will set new objectives for yourself as a teacher engaging with student diversity.

Objectives

The purpose of the study unit 

In this study unit, you will familiarise yourself with the diversity of students’ learning and studying: the student’s individual needs for support, the significance of culture and language, and the nature of gender sensitive guidance. You will also familiarise yourself with the collaboration networks for guidance and support at an educational institution. In this study unit, you will grow your capabilities as a developer of accessible learning and teaching together with a variety of actors.

Study unit competences

In this study unit, you will promote and develop your interpersonal skills and reflection skills.

The objective for interpersonal skills is to be able to strengthen learners’ competence. You will be able to support learners’ competence for continuous learning, such as self-regulation and reflection skills, and the ownership of their own learning process. You will also have the ability to take into account learner diversity and learners’ personal starting points and goals when planning and carrying out learning sessions and guiding learning. Your approach is dialogical and ethical in a way that supports the well-being of learners.

The objective for reflective skills is to be able to recognise and assess one’s pedagogical assumptions, and work methods as facilitators of learning. You will be able to realistically assess your own learning and competence and set yourself new goals as a facilitator of learning.

Learning objectives

You will be able to assess your own perspectives as a teacher for diverse learners and support the learning of all learners. You will be aware of learners’ individual experience, support needs and backgrounds, and you will understand their significance in the learning process. You will also understand the significance of cultural and gender sensitivity in a teacher’s work. 

Content

Special needs support and guidance as part of a teacher’s competence. Questions of equality, accessibility and inclusion. Culturally sensitive, linguistically aware, and gender sensitive guidance and teaching.

Learning materials and recommended literature

Ahonen. T., Aro. M., Aro, T., Lerkkanen, M-K. & Siiskonen, T. 2020. Oppimisen vaikeudet. NMI, Otavan kirjapaino.

Korhonen, V. & Puukari, S. 2013. Monikulttuurinen ohjaus- ja neuvontatyö. PS-Kustannus.

Karvinen, M. & Venesmäki, E. 2019. Tilaa moninaisuudelle! Opas seksuaali- ja sukupuolivähemmistöjen yhdenvertaisuuden edistämiseen. https://ranneliike.net/uutiset/15428/tilaa-moninaisuudelle-opas-auttaa-seksuaali-ja.

Niemi, A-M. 2015. Erityisiä koulutuspolkuja? Tutkimus erityisopetuksen käytännöistä peruskoulun jälkeen. https://helda.helsinki.fi/handle/10138/158436

Aarnio, H. 2012. Dialogiset menetelmät -sivusto. Hämeen ammattikorkeakoulu. http://www3.hamk.fi/dialogi/diale/menetelmat/

Kuntoutussäätiön oppaat ja hankejulkaisut. https://oppimisvaikeus.fi/materiaalit/kuntoutussaation-hankejulkaisut/

You will find additional learning materials and assignments in the online learning environment.

Teaching methods

Open Studies and Master's Degree education students: This is an online study unit. It is based on independent work, learning assignments and online guidance. This study unit has a start-up webinar, where the content is presented and instructions are given.

Student workload

This study unit is worth five ECTS credits. This means that 135 hours have been reserved for you for completing the different tasks:
- Orientation 5 hours (includes 2 hours webinar)
- Self-directed learning in online environment, reading the learning materials, completing the learning assignments 130 h

Further information for students

The assessment is qualitative and is based on learning objectives. The methods for evaluation of the learning process are feedback and self-assessment. Competence assessment is based on criteria and the teacher educator makes the assessment decision once all the learning tasks have been completed. The assessment material consists of the learning tasks of the course and self-assessment tasks.

Evaluation scale

Pass/Fail

Evaluation criteria, pass/failed

The criteria for assessing the approved level are as follows:

Interpersonal skills
- You will understand the significance of student diversity in your own teaching work and the activities of student groups.   
- You will be aware of students’ possible needs for special support . 
- You will understand the importance of cultural and gender sensitivity in teaching and guidance work.  

Reflection skills
- You will identify and assess, from the perspective of promoting student equality and inclusion, the basic concepts, values and attitudes that influence your teaching and you own ways of thinking and operating models.  
- You will set new objectives for yourself as a teacher engaging with student diversity.

Objectives

The purpose of the study unit 

In this study unit, you will familiarise yourself with the diversity of students’ learning and studying: the student’s individual needs for support, the significance of culture and language, and the nature of gender sensitive guidance. You will also familiarise yourself with the collaboration networks for guidance and support at an educational institution. In this study unit, you will grow your capabilities as a developer of accessible learning and teaching together with a variety of actors.

Study unit competences

In this study unit, you will promote and develop your interpersonal skills and reflection skills.

The objective for interpersonal skills is to be able to strengthen learners’ competence. You will be able to support learners’ competence for continuous learning, such as self-regulation and reflection skills, and the ownership of their own learning process. You will also have the ability to take into account learner diversity and learners’ personal starting points and goals when planning and carrying out learning sessions and guiding learning. Your approach is dialogical and ethical in a way that supports the well-being of learners.

The objective for reflective skills is to be able to recognise and assess one’s pedagogical assumptions, and work methods as facilitators of learning. You will be able to realistically assess your own learning and competence and set yourself new goals as a facilitator of learning.

Learning objectives

You will be able to assess your own perspectives as a teacher for diverse learners and support the learning of all learners. You will be aware of learners’ individual experience, support needs and backgrounds, and you will understand their significance in the learning process. You will also understand the significance of cultural and gender sensitivity in a teacher’s work. 

Content

Special needs support and guidance as part of a teacher’s competence. Questions of equality, accessibility and inclusion. Culturally sensitive, linguistically aware, and gender sensitive guidance and teaching.

Learning materials and recommended literature

Oppimateriaali informoidaan verkko-oppimisympäristössä oppimistehtävien yhteydessä. 

Teaching methods

Opintojakso on verkko-opintojakso. Siihen sisältyy itsenäistä työskentelyä ja sen ohjausta. Opintojaksoon sisältyy oman oppimisen reflektointia ja itsearviointien kirjaaminen oppimispäiväkirjaan sekä portfolioon.

Exam dates and retake possibilities

Tähän opintojaksoon ei sisälly tenttiä.

Alternative completion methods

Osaamisen hankkiminen:  

Tässä opintojaksossa tavoitteena olevan osaamisen hankit osallistumalla verkossa toteutuvaan opintojaksoon ja tekemällä siihen sisältyvät oppimistehtävät.  

Osaamisen osoittaminen 

Tässä opintojaksossa tavoitteena olevan osaamisen osoitat suorittamalla hyväksytysti verkko-opintojakson sekä muut opintojaksoon sisältyvät oppimistehtävät.

Student workload

Tämä opintojakso on viiden opintopisteen laajuinen. Se merkitsee, että sinulle on varattu erilaisiin tehtäviin laskennallisesti 135 tunnin työskentelymahdollisuus. Opintojakson todellinen kuormittavuus riippuu lähtökohdistasi ja niihin perustuvista oppimistehtävien työllistävyydestä. 

Content scheduling

Voit suorittaa tämän opintojakson henkilökohtaisen opiskelusuunnitelmasi mukaisesti 1.10.2021-31.5.2024. Opintojakso on auki erikseen ilmoitettuina aikoina: 1.10.-2021-31.5.2022; 15.8.2022-31.5.2023; 15.8.2023-31.5.2024.

Further information for students

Arviointi on osaamistavoitteisiin pohjautuvaa ja laadullista. Oppimisprosessin arvioinnin välineitä ovat palautteet ja itsearviointi. Osaamisen arviointi on kriteeriperusteista ja arviointipäätöksen tekee opettajakorkeakoulun kouluttaja, kun kaikki oppimistehtävät on tehty. Arviointiaineisto muodostuu opintojakson oppimistehtävistä. 

Evaluation scale

Pass/Fail

Evaluation criteria, pass/failed

The criteria for assessing the approved level are as follows:

Interpersonal skills
- You will understand the significance of student diversity in your own teaching work and the activities of student groups.   
- You will be aware of students’ possible needs for special support . 
- You will understand the importance of cultural and gender sensitivity in teaching and guidance work.  

Reflection skills
- You will identify and assess, from the perspective of promoting student equality and inclusion, the basic concepts, values and attitudes that influence your teaching and you own ways of thinking and operating models.  
- You will set new objectives for yourself as a teacher engaging with student diversity.

Objectives

The purpose of the study unit 

In this study unit, you will familiarise yourself with the diversity of students’ learning and studying: the student’s individual needs for support, the significance of culture and language, and the nature of gender sensitive guidance. You will also familiarise yourself with the collaboration networks for guidance and support at an educational institution. In this study unit, you will grow your capabilities as a developer of accessible learning and teaching together with a variety of actors.

Study unit competences

In this study unit, you will promote and develop your interpersonal skills and reflection skills.

The objective for interpersonal skills is to be able to strengthen learners’ competence. You will be able to support learners’ competence for continuous learning, such as self-regulation and reflection skills, and the ownership of their own learning process. You will also have the ability to take into account learner diversity and learners’ personal starting points and goals when planning and carrying out learning sessions and guiding learning. Your approach is dialogical and ethical in a way that supports the well-being of learners.

The objective for reflective skills is to be able to recognise and assess one’s pedagogical assumptions, and work methods as facilitators of learning. You will be able to realistically assess your own learning and competence and set yourself new goals as a facilitator of learning.

Learning objectives

You will be able to assess your own perspectives as a teacher for diverse learners and support the learning of all learners. You will be aware of learners’ individual experience, support needs and backgrounds, and you will understand their significance in the learning process. You will also understand the significance of cultural and gender sensitivity in a teacher’s work. 

Content

Special needs support and guidance as part of a teacher’s competence. Questions of equality, accessibility and inclusion. Culturally sensitive, linguistically aware, and gender sensitive guidance and teaching.

Learning materials and recommended literature

You will find learning materials and assignments in the Moodle online learning environment.

Teaching methods

This is an online study unit. It involves independent work and accompanying guidance. This study unit includes reflecting on one’s own learning and recording self-evaluations in the learning diary and portfolio. 

Alternative completion methods

Acquiring competence

In this study unit, you will acquire the required competence by participating in the online studies and carrying out the learning assignments included. You may already have acquired, or currently be in the process of acquiring, the competence taught in this course, for example through previous training or work experience.

Demonstrating Competence

In this study unit, you can demonstrate the required competence by successfully completing the online studies and other learning assignments included.    

Student workload

The course is worth five ECTS credits. This means that 135 hours have been reserved for you for completing the different tasks. The actual workload of the study unit depends on your own starting point and how demanding the learning assignments are for you. 

Further information for students

The assessment is qualitative and is based on learning objectives. The methods for evaluation of the learning process are feedback and self-assessment. Competence assessment is based on criteria and the teacher educator makes the assessment decision once all the learning tasks have been completed. The assessment material consists of the learning tasks of the course and self-assessment tasks.

Evaluation scale

Pass/Fail

Evaluation criteria, pass/failed

The criteria for assessing the approved level are as follows:

Interpersonal skills
- You will understand the significance of student diversity in your own teaching work and the activities of student groups.   
- You will be aware of students’ possible needs for special support . 
- You will understand the importance of cultural and gender sensitivity in teaching and guidance work.  

Reflection skills
- You will identify and assess, from the perspective of promoting student equality and inclusion, the basic concepts, values and attitudes that influence your teaching and you own ways of thinking and operating models.  
- You will set new objectives for yourself as a teacher engaging with student diversity.