Topic outline

  •            Kuvituskuva / Maija Lampinen

    Learning outcomes:

    After the course you
    • will recognize issues that may have an impact on learning experience.
    • will recognize the phases of teaching design.
    • have expanded your network among teachers at Aalto University and gained experience of working in a multidisciplinary group of teachers.
    • will recognize your strenghts as a teacher.
    • will apprehend your role as a teacher in the learning process of the students.

    Themes of the course include:

    • Teaching culture at Aalto University
    • Approaches to learning
    • Planning and practicing for a teaching session
    • Developing your own teaching and teacher identity
    • Working in a multidisciplinary group

    The contents of this course may vary depending on the specific needs and objectives of each group. Teaching and learning methods on this course include introductions to new topics, group work (partly online), experimentation through practice, demonstrations, case examples and peer feedback. At the end of the course, the participants prepare a summary, which can be included in their teaching portfolio. Participants are encouraged and expected to have an active role in the learning process.

    Timetable and classrooms

    TS1: on Monday 23.4.2018 at  9.00 - 15.30, Otakaari 1, U401.
    TS2: on Tuesday 8.5.2018 at 9.00 - 12.30, Otakaari 1, U406b.
    TS3: on Wednesday 16.5.2018 at 9.00 - 15.30, Otakaari 1, U401 (This the new date and place!).
    TS4: on Tuesday 29.5.2018 at 12.00 - 15.30, Otakaari 1, U402.
    TS5: on Thursday 7.6.2018 at 9.00 - 15.30, Otakaari 1, U402.

    Teacher: Maija Lampinen (ELEC, teacher in charge, and other educational developers 

    • Write a short description of your conception of learning and teaching.

      Describe in your own words:

      • How would you describe learning?
      • What is your role as a teacher in your student's learning process?
      • What are your strengths as a teacher?

      Focus on handling the phenomenon from different perspectives and try to give arguments supporting your perceptions. Please submit your pre-assignment in MyCourses at the latest Monday 16.4.2018

      Please take a paper (or electronic) copy with you to the first contact session (23.4.2018.) and be prepared to discuss about your conceptions with other course participants.

    • 1. The participants can work towards their personal objectives by setting a common objective for the group

      2. Discuss and agree the timetable and actions to achieve your objective

      • At least two meetings during the course, preferably three.
      • Meetings may be f2f or virtual, between the teaching sessions.
      • What kind of actions would support you to achieve your objectives?
      3. Make a plan for the meetings in order to further your objectives.
      • For instance:
      • 1st meeting: clarify objectives, divide tasks, planning of how to report the outcomes, check your timetables
      • 2nd meeting: discussion on discovered answers, new viewpoints, new ideas and integration of viewpoints as well as planning the presentation of group objectives, process and outcomes for the last face-to-face teaching session

      4. Write / draw / record a summary of each meeting & the final outcome on MyCourses. Agree who is writing the summary each time. What did you discuss? What has been done? What are your next steps/actions?

      5. Plan the demonstration for the last teaching session (7.6.2018). Try to plan a demonstration that activate the others in the class. You are free to choose the form of demonstration. You can have some ideas of different kinds of teaching methods e.g. Hyppönen & Linden: Handbook for teachers - course structures, teaching methods and assessment pages  34-55 from  Be ready to discuss how your peer group worked.

      Time for demonstration is 20 min + 10 min discussion/feedback.

    • Instructions for the teaching practice

      The course includes a short teaching practice on the fourth face-to-face session. The teaching practice consists of three parts:
      1) a written plan,
      2) teaching according to the plan, and
      3) verbal and written peer feedback.

      Your  written task is to plan a single 20-minute teaching session for a group of 3-5 persons. The session may be a part of your own current course, a part of an imaginary new course or some other teaching situation that is relevant to your own field. Take into account the participants' background knowledge, which is usually quite heterogenic in this course. After the teaching session (20 min), you will receive written and oral feedaback from the members of your peer group and the facilitator. The teaching practice is a good opportunity to try a new teaching method or some other new ideas in teaching.

      Instructions fo your written plan.

      More detailed instructions to plan a teaching session is given in the teaching session III. The plan includes:

      1. Intended learning outcomes

      • Define the targets for your teaching session and write them in the form of intended learning outcomes. When you plan the learning outcomes, remember that the length of the session is only 20 minutes! Consider the number of learning outcomes and the level of them.

      2. Teaching methods and motivation for them

      Use as the starting point your intended learning outcomes and choose teaching method(s) that support them. Aim at trying a method that challenges you to something new. However, the main point is that the method supports the learning you are striving for. You can find different teaching methods e.g., in Hyppönen's and Lindén's  Handbook for Teachers ( If needed, you can bring along items or gear that support your teaching.

      3. Assessment of learning

      How could you find out what the students/participants have learned, and how would you assess the learning? You may not have time to assess the learning outcomes during your teaching practice, but nevertheless keep it in mind. Your choice of teaching methods also has an effect on the amount of feedback you get from your students during your teaching.

      4. Timeline (or "rhythm of teaching”)

      It is worthwhile to make a timeline for the teaching practice in order to realize how much (or little) content and action you can include in 20 minutes. Consider the situation from the participants' perspective and try to make the learning experience as rewarding as possible.


      Submit your plan on MyCourses on Monday 28.5.2018  at the latest.

      In addition, bring along four to five (4-5) paper copies to the teaching practice on the 4th face-to-face session. The submission can be done through the "Upload a file” function below.