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Teaching assistant as a learning instructor (ELEC) autumn 2018

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Syllabus

Day 2: Approaches to learning, levels of thinking about teaching

  • Day 2: Approaches to learning, levels of thinking about teaching

    Day 2: Approaches to learning, levels of thinking about teaching

    All the course material used during the second day is found here: the slides and the assignments along with the instructions. The submission boxes for your second assignment (reading, teaching observation, group work and reflection) are here as well. Eeva Halonen's slides on your administrative duties and practical issues will be posted soon.

    The posters you made in your groups are posted at the bottom of this page.

    • icon for activity Slides for Day 2 File Pdf-tiedosto

      The slides for day two sum up and extend your first reading assignment. The themes are approaches to learning and levels of thinking about teaching.

    • icon for activity Slides for Day 2: Administrative duties File Pdf-tiedosto
    • Assignments for the next session

      1. Reading assignment
      2. Teaching observation and reflection
      3. Group reflection


    • icon for activity Reading assignment, DL 23.3.2018 URL

      Instructions:

      Read chapter 5, "How do I teach?", pp. 39–49 from Hemminki, M. Leppänen, M. & Valovirta T. 2013. Get inspired! A guide for successful teaching.

      Read the text so that you can discuss it with your peers both in your small group as well as in class. The title of the box and the title of the book are both links to the e-book. You can download a pdf file of the pages you want. 

    • icon for activity Teaching observation 2 (student activity and motivation) Assignment

      Instructions:

      • Visit  an exercise class where you act as an observer. If possible, visit a class of your group members or your course mates. 
      • 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. You may give feedback to the teacher. If you do, be specific, be positive, and give constructive feedback. 
      • Use the feedback form for this; it appears below this text after clicking on the title of this box. The form has generic instructions on points to pay attention to when observing a teaching session. You may follow these instructions to expand your observation, but remember that your task this time is to focus on student activity and how the teacher motivates the students. If you give feedback to your peer/the teacher, ask them first if they want the feedback; you may also elaborate on your feedback verbally with them. Submit your feedback to this submission box with the name of the observed peer/teacher removed. This feedback is visible only to the course teachers.

    • icon for activity Group work: reflect on the reading assignment and the exercise session you observed or will observe Forum

      Instructions:

      • Arrange a meeting with your small group
      • In the meeting, discuss the article and plan your teaching observation or discuss your observed session, as the case may be.
      • Submit your notes and reflections (one per group) to this submission forum: Group work (discussion area): What did you discuss? What did you observe? What did you think about the article? etc.
      • Remember to write your names on your group post.
      • Your posts to this discussion area are visible to the teachers and the course participants.

    • icon for activity Gallery walk poster: Surface approach File Kuva (JPEG)
    • icon for activity Gallery walk poster: Deep approach File Kuva (JPEG)
    • icon for activity Gallery walk poster: Levels of thinking about teaching File Kuva (JPEG)
    • icon for activity Makeup assignment for day 2

      Read the slides for day 2 and write your thoughts on the three following topics:

      1. The levels of thinking about teaching
      2. Surface approach to learning
      3. Deep approach to learning

      The topics are discussed in the reading assignment as well. Your text should be about one page long.

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◄Day 1: Interaction and feedback

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Day 3: Different kinds of students►
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  • Teaching assistant as a learning instructor (ELEC) autumn 2018
  • Sections
  • PED-131.9000 Teaching assistant as a learning instructor (2 cr, autumn 2018)
  • Day 1: Interaction and feedback
  • Day 2: Approaches to learning, levels of thinking about teaching
  • Day 3: Different kinds of students
  • Day 4: Learning difficulties and motivation
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  • Schools
    • School of Arts, Design, and Architecture (ARTS)
    • School of Business (BIZ)
    • School of Chemical Engineering (CHEM)
    • –sGuides for students (CHEM)
    • – Instructions for report writing (CHEM)
    • School of Electrical Engineering (ELEC)
    • School of Engineering (ENG)
    • School of Science (SCI)
    • Language Centre
    • Open University
    • Library
    • Aalto university pedagogical training program
    • UNI (exams)
    • Sandbox
  • CORONAVIRUS INFO
    • Koronavirus - tietoa opiskelijalle
    • Coronavirus - information for students
    • Coronavirus - information för studerande
    • Koronaviruksen vaikutus opiskeluun: kysymyksiä ja vastauksia
    • Effects of the coronavirus on studies: questions and answers
    • Coronaviruset och studierna: frågor och svar
    • Corona help for teachers
  • Service Links
    • MyCourses
    • - Instructions for Teachers
    • - Teacher book your online session with a specialist
    • - Digital tools for teaching
    • - Personal data protection instructions for teachers
    • - Instructions for Students
    • - Workspace for thesis supervision
    • WebOodi
    • Into portal for students
    • Courses.aalto.fi
    • Library Services
    • - Resourcesguides
    • - Imagoa / Open science and images
    • IT Services
    • Campus maps
    • - Search spaces and see opening hours
    • Restaurants in Otaniemi
    • ASU Aalto Student Union
    • Aalto Marketplace
  • ALLWELL?
    • Study Skills
    • Support for Studying
    • Starting Point of Wellbeing
    • About AllWell? study well-being questionnaire
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    •   ‎(sv)‎