Demo content

English

This demo content demonstrates the academic breadth of our learning resources, exemplifies the Learnlab model and our pedagogical standpoint, and contains material that is not overly culture-specific.

The body – Senses (ages 6-8)

Basic concept learning (ages 6-9)

In the classroom (ages 6-13)

Your Body (Ages 8-10)

Online Safety and Etiquette (ages 8-10)

Engage with text (ages 10-13)

Developmental language disorders

Feelings

Resources on Quality of Life

The body – Senses (ages 6-8)

This is a series about the five senses. First, you will find a short colab where students get a brief introduction to the five senses. Then, you will find a more comprehensive presentation for each of the senses. These are educational and include many tasks, both digital and practical. There are also Storylabs and Idealabs related to the theme.

Basic concept learning (ages 6-9)

Based on Professor Magne Nyborg’s model for concept learning. The themes in the various labs are selected based on his list of important concepts that students should know to better explain themselves and identify similarities and differences in daily life.

  • In the first series, we work with the concepts of color, pattern, shape, and position.
  • In the second series, we work with the concepts of size, space, direction, and number.
  • In the third series, we work with the concepts of measurement units, weight, temperature, and movement.

In the classroom (ages 6-13)

Here you will find labs and assignments that can be used at the beginning of the school year and throughout the school year. In the first lab, students have the opportunity to share stories about their summer and express their wishes for the upcoming school year. This lab works well as an engaging and fun “icebreaker” at the start of a new school year. In the assignment lab, students can write poems, stories, and draw. The last lab focuses on class rules. At the beginning of a school year, it is helpful to have a common focus on how we want our class environment to be in order to create a good learning atmosphere. The lab emphasizes student-driven tasks and decisions, which will give students a greater sense of ownership over the class rules. The resources are primarily intended for elementary school students but can also be used for older students.

Your Body (Ages 8-10)

Your Body (Ages 8-10) This series covers the body’s systems and aims to give students a solid foundation to discover the body’s systems. The main focus is on the skeleton and muscles. There are sorting boxes from Idealab, as well as a multimodal writing frame in Storylab that can be used as a research report. Here, students practice formulating a hypothesis and testing it.

Online Safety and Etiquette (ages 8-10)

This series is about online safety and etiquette. It is inspired by the recognized program by the non-profit “Save the children”. The series follows the characters Martin and Lisa. These characters also show up in other labs.

Engage with text (ages 10-13)

The series are structured according to the Learnlab model, emphasizing activation, exploration, deep learning, concretization, and in-depth dialogue.

Each series is based on reading texts, where students have the opportunity to develop their learning strategies (reading strategies, writing strategies, oral skills, etc.), both collectively and individually.

Each series includes multimodal textbooks, where students can engage with the text from various perspectives. Examples of this include oral tasks, written tasks, language tasks, reading tasks, creative tasks, and research tasks, often linked to outdoor education. The texts in the series are based on interdisciplinary themes that are of interest to the age group, such as diet, leisure activities, and puberty.

Developmental language disorders

Here you will find universally designed resources so that students with developmental language disorders can participate equally with other students in mainstream education.

According to Monica Melby-Lervåg, professor at the Department of Special Needs Education, University of Oslo, around two students in every classroom have significant language disorders, and these often go unnoticed. Many students develop psychosocial difficulties as a consequence of language disorders. Often, interventions and accommodations are directed at the behavioral problems, rather than addressing the real challenge. That means we treat the observable symptoms instead of adapting the education in ways that allow these students to experience mastery in their everyday school life.

Some students with developmental language disorders struggle with the content of language, such as word comprehension and word retrieval. Others struggle with the form of language, such as grammar and speech sounds. Many also have difficulties with the use of language, such as conversational skills. A student must have difficulties in at least two of these areas for it to be considered a language disorder. This group of students often also faces challenges with memory and verbal learning, and language disorders frequently co-occur with ADHD and dyslexia.

The teaching material consists of multimodal texts and assignments, designed to help teachers adapt a standard whole-class resource for students with developmental language disorders in a way that allows them to contribute meaningfully to the whole class. Technology enables teachers to use artificial intelligence in real time to ensure that students with developmental language disorders receive:

  • subject texts adapted to their language level,

  • suggested questions adapted to their language level,

  • the teacher’s summary adapted to their language level,

  • opportunities to contribute adapted to their language level,

  • a summary of other students’ input adapted to their language level,

  • the ongoing class discussion adapted to their language level.

 

Feelings

Through working with basic feelings, students develop a vocabulary and conceptual framework that make it easier to express their own experiences, both in writing and orally. The resources encourage reflection, creativity, and a sense of mastery, and they build bridges between students’ personal experiences, the perspectives of others, and the Norwegian subject’s competence goals. The resources are universally designed, allowing students with developmental language disorders to participate on an equal footing with other students.

Resources on Quality of Life

Here you will find resources that focus on quality of life and how we can influence our own lives and well-being. We take a deeper look at the Five Steps to Everyday Joy, where students learn how five relatively simple actions can have a positive effect on their quality of life.

The resources are universally designed, allowing students with developmental language disorders (DLD) to participate on an equal footing with other students.