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Introduction:

We guess you hold on to the long end of the rope now. 
 
By now you have grasped the idea of our school, and you are well-aware of how the 
programme supports the idea leading the participants through until reaching the aim. 
So far so good! 
 
Now, this coming hour, you are going to dig deeper into the understanding of how 
plans for teaching and learning are connected to the programme. 
 
As the training of three years - among other benefits - ends with you achieving a 
bachelor&rsquo;s degree in pedagogy, it is a must that the programme of the teacher training 
includes ordinary curriculum elements, as well as elements that never have seen the 
light of day in any state curriculum. 
 
Almost all elements in any other teacher training curriculum are interesting, and it is 
necessary for a future teacher to master the content of these elements. This goes for 
you too. You will find the elements among the tasks and courses, and at your final 
exam, you will have to prove that you are in command of them. 
 
The programme at our school has managed to include ordinary teacher-training 
curriculum elements and still be Another Kind of School. In this task, you are going to 
read about that and discuss it with your teammates and teacher.

Directive:

1. Read the pages 43 and 44 in the DNS-Tvind pedagogy book. [5 minutes] 
 
2. In order to better understand the excerpt, you ask yourself and the others these 
questions: 
&nbsp;
<div style="margin-left: 40px;">(a) &ldquo;The student is being taught and is teaching herself two parallel worlds, the 
program world and the curriculum world, a great mixture, each of great value for 
her personally and professionally.&rdquo; Give examples of &lsquo;the programme world&rsquo; and 
&lsquo;the curriculum world&rsquo;. [10 minutes] 
 
(b) Describe proposition one (the last four lines on the page 43) in your own words. 
[5 minutes] 
 
(c) Describe proposition two (the first four lines on the page 44) in your own words. 
[5 minutes] 
 
(d) List the benefits you see in both propositions. [10 minutes] 
 
(e) What are the roles of a student, a teacher, the Common Meeting, and the 
headmaster in each of the two propositions? [15 minutes] 
 
(f) How do you understand the last sentence of the excerpt &ldquo;We are keen to insist on 
having it both ways&rdquo;? [10 minutes] 
&nbsp;</div>
3. Send your answers from the point 2 to your tutor for evaluation.

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