Learning assignments
If you are going to proceed the course "Teaching assistant as a learning instructor (2 ECTS)", please follow these instuctions and make the assignments! After the enrolment and the first teaching session, participants are divided to home groups (3-6 members) by the teaching staff.
Small groups in autumn 2017
"Interaction" by Azri Ramli is licenced under CC BY 2.0.Learning assignment #1
The assignment consists of three parts:
1. Reading the book sections (Section 2 "What generates learning" pp. 9-18, and Section 3 "How do I create an environment that supports learning?", pp. 19-26), DL 4.10.2017
2. Teaching observation #1 "interaction in the classroom", DL 4.10.2017.
- Visit an exercise class where you act as an observer. If possible, visit a class of one of your group members. If not, you can visit any other teaching session. It is polite to ask the teacher / assistant that you are coming to observe the session. You can tell the instructor that you are doing this observation as a part of SCI course assistant training.
- Use the feedback form from this page. You may print it on paper, especially if you are giving feedback to the teacher. Focus on interaction in the classroom and note down at least the following: How was it created? What approaches were used? Which aspects you found supported students' learning process? You can add reflections and insights of your own.
- Submit the form in MyCourses "Returning of Teaching observation #1" with the name of the observed peer/teacher removed.
- Optionally, give your feedback to your peer / the teacher. Be specific, positive and give constructive feedback.
3. Group work #1: reflect on the teaching session and the reading assignment, DL before session on 13.10.2017. Arrange a meeting with your small group. In the meeting, discuss your teaching observation and the article. Submit your notes and reflections in MyCourses "Group session" forum: What did you discuss? What did you observe? What did you think about the article?The reading task in Learning Assignment #1 is Sections 2 and 3 of the book "Innostu ja onnistu opetuksessa". There's also an English version available.
The reading task in Learning Assignment #1 is Sections 2 and 3 of the book "Get Inspired!". There's also a Finnish version available.
Return the feedback form individually. Please, use the form above and remove the name of the observed peer/teacher. Your returning is visible only for the course staff. Please, name your file <FirstName>_<Lastname>__LA[1|2]_observations (e.g., "Jukka_Parviainen__LA1_observations.pdf") and upload them preferably in PDF format, thank you!
Course teachers read the observations and give a small piece of feedback. You do not need to reply in MyCourses - we will discuss together in the teaching contact session.
The visibility of the discussion forum is restricted to the small group members and instructors. Reflect on reading assignment and teaching observation. Write a summary as a group: What did you discuss? What did you observe? What did you think about the article?
“Learning” by stefg is licensed under CC BY 2.0
Learning assignment #2
The assignment consists of three parts:
1. Reading the book section (Section 5 "How do I teach" pp. 39-49), DL 13.11.2017
2. Teaching observation #2 "what do students do", DL 13.11.2017.
- Visit an exercise class where you act as an observer. If possible, visit a class of one of your group members. If not, you can visit any other teaching session. It is polite to ask the teacher / assistant that you are coming to observe the session. You can tell the instructor that you are doing this observation as a part of SCI course assistant training.
- Use the feedback form from this page. Focus on the students and note down at least the following: What do the students do? How does the teacher motivate them? Add reflections and insights of your own. Write your notes on page #1 of the feedback form.
- Submit the form in MyCourses "Returning of Teaching observation #2".
- Optionally, give your feedback to your peer / the teacher, page #2 of the feedback form. Be specific, positive and give constructive feedback.
3. Group work #2: reflect on the teaching session and the reading assignment before contact session 23.11.2017. Arrange a meeting with your small group. In the meeting, discuss your teaching observation and the article. Submit your notes and reflections in MyCourses "Group session" forum: What did you discuss? What did you observe? What did you think about the article?- FileForm: teaching observation #2 and feedback FileWord 2007 document
The reading task in Learning Assignment #2 is Section 5 "Miten toteutan opetusta" of the book "Innostu ja onnistu opetuksessa". There's also an English version available.
The reading task in Learning Assignment #2 is Section 5 "How do I teach?" of the book "Get Inspired!". There's also a Finnish version available.
Return the feedback form individually. Please, use the form above and remove the name of the observed peer/teacher. Your returning is visible only for the course staff. Please, name your file <FirstName>_<Lastname>__LA[1|2]_observations (e.g., "Jukka_Parviainen__LA2_observations.pdf") and upload them preferably in PDF format, thank you!
Course teachers read the observations and give a small piece of feedback. You do not need to reply in MyCourses - we will discuss together in the teaching contact session.
The visibility of the discussion forum is restricted to the small group members and instructors. Reflect on reading assignment and teaching observation. Write a summary as a group: What did you discuss? What did you observe? What did you think about the article?
“Lichen alignment” by Anders Sandberg is licensed under CC BY 2.0
Additional material
"Teaching Teaching & Understanding Understanding" is a 19-minute award-winning short-film about teaching at university and higher-level educational institutions. It is based on the "Constructive Alignment" theory developed by Prof. John Biggs. The film delivers a foundation for understanding what a teacher needs to do in order to make sure all types of students actually learn what the teacher intends.
Part 1/3: Meet Susan and Robert, deep and surface learning, and three levels what students are, what teachers are, and what students do.
Part 2/3: Active learning as a tool for deep understanding. SOLO taxonomy.
Part 3/3: Constructive alignment