Learning and Education in Digital Environments
Learning and Education in Digital Environments
F O R S T U D E N T S
“Breaktime” can be used in various ways in teacher education, but also with the teaching staff or students in schools. Below, we suggest two ways student teachers can work with the resources in workshops. The workshops can be organized in collaboration between for example pedagogy, social studies, L1 learning and a schoolteacher. Before and/or after the workshops, we recommend that the students work with the Education Act and relevant research about social environment and students learning.
LESSON PLAN 1
Time frame: 5-6 teaching hours
UNDERVISNINGSOPPLEGG 2
1.
Plenary
Watch the videos sequentially with students (synchronically, but individually if online teaching). Write observation notes.
Discuss:
What did you observe?
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Did you notice the same things or did your observations differ?
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How would you describe the social environment?
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Can you see any indicators of bullying? Explain.
Explore the teacher’s documents about the class and individual students and discuss:
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Do the documents expand or challenge your impression of the class environment or of particular students? If so, what did you detect?
2.
Groups
Draft an action plan for how you as teachers would work with the class environment. Feel free to look into other school’s action plans and relevant research to get ideas. Examples can be found here.
3.
Across groups
Present the action plan for another group who gives feedback.
4.
Groups
Use the feedback to revise the plan and share it with the teacher/class (could potentially be handed in and assessed).
5.
Plenary
Summary and discussion:
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How could "Breaktime" be used with students in school?
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How would you describe your learning outcome from using “Breaktime”?
LESSON PLAN 2
Time frame: 4 teaching hours
UNDERVISNINGSOPPLEGG 2
UNDERVISNINGSOPPLEGG 2
1.
Plenary
Joint start with introduction and presentation of the assignment.
2.
Groups
The class is split into minimum three groups, preferably more if it’s a large class. Each group watch a given collection of films. (Films that are appropriate to watch together are colour coded: Chloe, Ina & Kine, Anna, Vilde, Peter, Annika, Karl Morten, Markus, Lucas, Sindre, Jannike, Birk, John, Kaia, Susann & Leonard.
Watch the films and write observation notes.
Choose a chair and discuss:
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What did you observe? How does the students seem to be doing as part of the class?
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Did you notice the same things or different things?
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How would you describe the class environment from the perspectives of the given students?
Explore the teacher’s documents and discuss:
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Did you find any new information that strengthen your understanding of how the students in the films are doing?
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How do you think the sociogram would look if it was made today?
3.
Plenary
The chair from each group report from the groups’ work. Discuss:
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Based on what the groups combined have observed, what characterize the classroom environment?
4.
Groups
Draft an action plan for how you as teachers would work with the class environment in the forthcoming time. Use this bullet list. Focus primarily on the problems addressed in the groups’ films. Feel free to look into other school’s action plans and relevant research to get ideas. Examples can be found here.
5.
Across groups
Present the action plan for another group who gives feedback.
6.
Use the feedback to revise the plan and share it with the teacher/class (could potentially be handed in and assessed). If time, watch the other films. Discuss if they expand/challenge your previous impression of the class environment.
Groups
7.
Plenary
Summary and discussion:
-
How could you use "Breaktime" with students in school?
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How would you describe your learning outcome from using "Breaktime"?
ADVICES WHEN DEVELOPING ACTION PLANS
There are many ways to create action plans and plans can be more or less specific. Some municipalities have joint action plans for how all schools should prevent bullying and improve the psychosocial environment. In addition, some schools have their own routines for how they work with the psychosocial environment (see the action plans of Heddal lower secondary school in Notodden municipality, Storelva school in Troms, Fernanda Nissen school in Oslo ). Additionally, as a class teacher you will need to create your own plans for how to promote a good environment for the whole class, and for individual students who need special support.
In this case, you are asked to create a plan for class 9C at Stavnaker lower secondary school which can both contain actions for the entire class and potentially individual students. Relevant questions to consider are: Which challenges needs to be solved, who is involved, what measures or actions seems relevant and why, who is responsible and what are the deadlines? If you have observed something you consider to be a §9A case, you will need to fill in a notice form and create an individual “action plan”. Most municipalities have set forms for such plans. You can find such forms in the examples above. It is up to you to decide what the plan(s) for class 9C should look like and how detailed it(they) should be, but here are some recommendations for what to include:
1.
Description of the situation/event – what and which people the case concerns (course of events)
2.
What kind of mapping, interviews or other form of method to retrieve knowledge is necessary.
3.
Measures or actions
4.
Responsibility
5.
Evaluation date
Examples of action plans that apply at schools:
SOME RELEVANT SOURCES:
Macaulay, P. J., Betts, L. R., Stiller, J., & Kellezi, B. (2018). Perceptions and responses towards cyberbullying: A systematic review of teachers in the education system. Aggression and violent behavior, 43, 1-12.
The Norwegian Media Authority: BARN OG MEDIER 2020 En kartlegging av 9–18-åringers digitale medievaner. https://www.medietilsynet.no/globalassets/publikasjoner/barn-og-medier-undersokelser/2020/201015-barn-og-medier-2020-hovedrapport-med-engelsk-summary.pdf
The Education Act: https://lovdata.no/dokument/NL/lov/1998-07-17-61/KAPITTEL_11#KAPITTEL_11
The government about learning environment and bullying (2020): https://www.regjeringen.no/no/tema/utdanning/grunnopplaring/artikler/laringsmiljo-og-mobbing/id2353806/
Thorvaldsen, S., Westgren, B. B., Egeberg, G., & Rønning, J. A. (2018). Mobbing, digital mobbing og psykisk helse hos barn og unge i Tromsø. Tidsskriftet Norges Barnevern, 95(02-03), 128-142.
Norwegian Directorate for Education and Training (2019). Mobbing og misstrivsel - hva skal skolen gjøre? Steg i aktivitetsplikten. Norwegian Directorate for Education and Training. Retrieved 10.02.2021 from https://www.udir.no/laring-og-trivsel/skolemiljo/aktivitetsplikt/