LT1016 Communication, Leadership and Learning Design 7.5 credits

The course helps to develop the student's ability in professional communication with pupils, guardians and colleagues, as well as leadership and teamwork. The communication can be both oral and written and deals with, for example, educational and social matters. In addition to his or her leadership in the subject teaching, it is included in the teacher's assignment to contribute to the pupils acceptance of the fundamental democratic values of the school, which implies respect for fellow human beings and human rights. The course also deals with procedures and processes for design of learning, with a focus on application. This for example implies exercises in applying constructive alignment with formulation of intended learning outcomes, design of learning activities and different forms of examination and choice of appropriate physical and digital teaching resources.

In communication and leadership, the student should on completion of the course be able to:

1. Propose and discuss strategies to communicate about pupils' learning, development and social situation in a respectful and ethical way,

with colleagues, the pupils themselves and their guardians

2. Suggest and discuss how communication with pupils, guardians, colleagues and the public about the activities of the school, fundamental values and aims can take place in an ethical and professional way

3. Analyse methods to organise the work in various types of teaching situations

4. Discuss and evaluate methods to prevent conflicts in work groups, e.g. school classes.

Within design of learning, the student should, on completion of the course, be able to:

5. Analyse preconditions for learning, based on basic educational view, prior knowledge and context

6. Use constructive alignment in practice, i.e. plan learning activities, aims and

assessment that are aligned

7. Identify and describe the teaching resources, both analogue and digital, that are appropriate for the context. And, based on the context, choose appropriate technical support for learning

8. Evaluate qualities and insufficiencies in one's own and other's learning design.

For KPULU: General entry requirements.

For LÄRGR: General entry requirements with at least 90 higher education credits subject knowledge in the subjects, equivalent contents from school year 1 and 2.

If the course is discontinued, students may request to be examined during the following two academic years.

• INL1 - Written assignment, 3.0 credits, grading scale: A, B, C, D, E, FX, F
• INL2 - Written assignment, 3.0 credits, grading scale: A, B, C, D, E, FX, F
• SEM1 - Seminars, 1.5 credits, grading scale: P, F

Based on recommendation from KTH’s coordinator for disabilities, the examiner will decide how to adapt an examination for students with documented disability.

The examiner may apply another examination format when re-examining individual students.

Passing grade on all items included in the course.

Sandra Tibbelin

• All members of a group are responsible for the group's work.
• In any assessment, every student shall honestly disclose any help received and sources used.
• In an oral assessment, every student shall be able to present and answer questions about the entire assignment and solution.