• 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.

    Teachers: Marja Elonheimo (Aalto ELEC, teacher in charge) and Jukka Välimäki (CHEM)

  • 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 latest by Monday afternoon 9.9.2019.

    Please take a paper (or electronic) copy with you to the first contact session (11.9.2019) and be prepared to discuss about your conceptions with other course participants.

  • Classroom of the session: 1199 TU6, Maarintie 8

  • Classroom of the session: 1199 TU6, Maarintie 8

  • Classroom of the session: 1023-1024 AS4, Maarintie 8

  • Classroom of the session: U264/K-ryhmä in Otakaari 1

  • Classroom of the session: U250/Finavia in Otakaari 1

    Group presentations (based on the group work during the course).

  • Submit your individual teaching plan here! - to the box below these instructions

    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.

    The written task is to plan a single 20 minutes teaching session for a small 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 or a teaching topic that is not in your field, not even “academic”. Take into account the participants' background knowledge, which is usually quite heterogenic in this course. After each teaching practice, the teacher and the peer group members will give written feedback and have a feedback discussion with you. The teaching practice is a good opportunity to try a new teaching method or some other new ideas in teaching.

    Read: Get Inspired. A guide for successful teaching. Chapters 4 and 5, pp. 27-49. https://aaltodoc.aalto.fi/handle/123456789/11990

    Write a plan for your teaching practice, including:

    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!

    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 (http://urn.fi/URN:ISBN:978-952-60-3035-7). 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 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 16.10.2019 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.