Retrieving content in a new way
Based on the Mapper and National Tests to create a good learning session.
We speak to teacher Lars Iver Hofsmarken on his way home from a busy school day. He has just run an interdisciplinary program with his middle school students at Vøyenenga School.
When he creates the plan, he uses content from the portal minKunnskap.no. The new LMS from the publisher Kunnskap.no .
OFF THE SCREEN: Teacher Lars Iver Hofsmarken is committed to facilitating interdisciplinary and varied teaching. Occasionally, they also go outside during science class.
Interdisciplinary programs
– Everything is gathered in one place. That's what makes it so easy to create interdisciplinary programs. I like that you can think from both the Norwegian and science textbooks, that you can aim for Subject Renewal by retrieving content from different subjects, says Hofsmarken.
He says that they base their content on the Kartleggeren and National Tests . There are many IOP students in Hofsmarken's class. The level varies.
– That's why we have to differentiate in mathematics. Now the topic is algebra. You could say that 50-60 percent are working at the same level and following the progression in the book. For those who are IOP students, we make sure that they get repeated repetitions of the basics, says the experienced science teacher.
OWN APP: All tasks can be downloaded to a mobile phone or iPad, making it possible to work offline. Photo: Sverre Chr. Jarild
Customizes
Furthermore, it is easy to adapt even for the strongest students. Some students work with 1T, while the weaker students may work with the curriculum for grades 1-4 ( I can count ).
– The students are good at digital skills. We see that they become independent when they are allowed to work in the portal. Then they can work on selected tasks for the individual student group.
Deep learning
Students have assignments read aloud, receive detailed explanations, and practice using the tools from the portal.
– They get immediate feedback on what they are doing. They can try again and again until they get it right. They can move around and put things in the right order, says Hofsmarken. – It is easy for me to see where the shoe is pressing and how much time they have spent. Then I can guide them to work extra on selected tasks.
He likes to start a session with blackboard teaching and concrete examples. When they log in to minKunnskap afterwards, it is easy for the teacher to see who needs more instruction.
This is done, among other things, using the "Learning Analysis" functionality that is integrated into the platform.
CLEAR GRAPHICS: Teacher demonstrates how to work with functions in Mathematics 8-10. Photo: Sverre Chr. Jarild
Varied teaching
Hofsmarken highlights the variation in the content of tasks.
– The tasks are very varied. There are many approaches when you work digitally with these types of tasks. I can vary the teaching from student to student and see what they respond to. Here I also use to draw a bit on the board in parallel.
Shopper tasks
Lars Iver Hofsmarken uses the portal like a shopping cart. He goes from task to task and puts them in his "toolbox".
– It's brilliant that you can "shop" tasks as you like and create a plan. With the help of two subject classes, we can, for example, look at algebra and do repetition of the clock at the same time. Run a two-course race.
He refers to the weak students, who may become frustrated by seeing the thick textbook.
– In minKunnskap we can create small tasks. That makes the volume manageable for this group of students.