Planning of Teaching — Transcript

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1. 0:04Many things must be taken into account
2. 0:06in the planning and implementation of teaching.
3. 0:09The most important of them have been collected in this model
4. 0:14First in the model.
5. 0:17These are the learning goals, i.e.
6. 0:19the so-called competence goals.
7. 0:21These tell us what kind of knowledge and
8. 0:24expertise we hope
9. 0:26our students will develop during their studies.
10. 0:29This can be
11. 0:31further divided into sector-specific
12. 0:32general skills, i.e. competencies
13. 0:35Sector-specific skills are
14. 0:37, for example, subjects'
15. 0:38content skills, for example in the field of chemistry,
16. 0:41chemistry-related skills and knowledge,
17. 0:44General i.e. generic competencies are,
18. 0:47for example, teamwork skills, language skills and
19. 0:49project management skills.
20. 0:52It is important in teaching that
21. 0:54both students and teachers know
22. 0:56the learning goals from the beginning of the course
23. 1:00In order to motivate the students.
24. 1:02It is good to discuss these with them.
25. 1:08In order to support our students
26. 1:11in their learning, it is good to know
27. 1:13them. This does not mean that we
28. 1:16need to know them one by one
29. 1:18as individuals, but that you have information
30. 1:20about what students in your field
31. 1:22are generally like, what they pursue,
32. 1:25what they are interested and what motivates them.
33. 1:31It is also interesting to know
34. 1:33what kind of approaches they have
35. 1:36to learning , especially in your course
36. 1:39within your subject. In other words, do your students use
37. 1:41surface learning methods or do they
38. 1:45generally strive for in-depth understanding
39. 1:48It is also interesting to know
40. 1:50if your group is for major or
41. 1:52minor students. If there is
42. 1:54a minor for students, what is their
43. 1:55major and so on.
44. 1:59A good way to know these things is
45. 2:02to talk with your colleagues, if
46. 2:04you are about to teach a new course
47. 2:06, ask who these students
48. 2:08are in general. What are they like, what
49. 2:10do they want and what do they pursue?
50. 2:16The third one we have in the model.
51. 2:19How much
52. 2:20different resources we have in use and
53. 2:24what our learning environment
54. 2:26is like, for example what kind of facilities or
55. 2:28distance learning tools or other technology are
56. 2:31in use and what materials
57. 2:34are available, for example
58. 2:36through the library or through business cooperation .
59. 2:39At this point, you should think about whether it would be
60. 2:41possible to change something, i.e.
61. 2:42premises or acquire additional resources or
62. 2:44exchange resources for other types.
63. 2:47As a teacher, you have the best understanding
64. 2:50of your students and their needs
65. 2:53when learning this content, so
66. 2:55it's good to think about how different
67. 2:57resources best support their
68. 3:00learning and you should always remember,
69. 3:02even as a teacher yourself, that
70. 3:04variety is refreshing. Sometimes you can do
71. 3:06something different.
72. 3:09Next in the model are.
73. 3:13Different
74. 3:16Teaching methods and
75. 3:20Choices about how
76. 3:22and what kind of things are done in the course.
77. 3:26These are often influenced by how you
78. 3:28have been taught, the culture of your subject or
79. 3:31other things that you have experienced
80. 3:33as a teacher. How have I been taught?
81. 3:35Do I want to do the same or do I want to do
82. 3:37something maybe differently?
83. 3:39It is also important to think about what is suitable
84. 3:42for students in this field, i.e. this
85. 3:44previous know your students, what
86. 3:46supports their learning best.
87. 3:49Think also about you as a teacher, which
88. 3:51teaching methods do I like.
89. 3:54How do I cope as a teacher, how does
90. 3:56the way I work with students
91. 3:58support my well-being ?
92. 4:02Beginning teachers may sometimes
93. 4:03think of teaching as their performance,
94. 4:07but in learning-oriented teaching it is
95. 4:09always most important to think about how
96. 4:12the student can be supported, what kind
97. 4:14of measures or things in that teaching
98. 4:17support the learning of these students
99. 4:22Also communicate with colleagues.
100. 4:25What methods do they use? How do they
101. 4:27teach? Also because
102. 4:30it's refreshing for students that
103. 4:32not all teachers do things
104. 4:33the same, for example, or that others
105. 4:36know what's 's going on in the same subject.
106. 4:41Change refreshes
107. 4:42both yourself and
108. 4:43the students in these matters as well.
109. 4:48Next, the model has
110. 4:50the workload and tasks of the course, that is, it is
111. 4:53important to think about what kind of
112. 4:56things you will do with the students,
113. 4:57what kind of workload it will be for them,
114. 5:00which fits in line
115. 5:01with the goals of the course.
116. 5:04What kind of measures
117. 5:06are taken with the students and are they suitable for that
118. 5:08number of credits? Are they
119. 5:12wide enough, but not too burdensome?
120. 5:16The curriculum often
121. 5:18sets boundary conditions, but the teacher can
122. 5:20influence the situation a lot.
123. 5:23And if necessary, the amount of work can be adjusted
124. 5:25during the course as well, if
125. 5:27the student gives feedback that
126. 5:28the course is too burdensome,
127. 5:30the teacher can make changes
128. 5:32during the course if necessary.
129. 5:35Last we have in the model.
130. 5:37Evaluation, which says that evaluation
131. 5:40is the strongest
132. 5:43learning guide and that means
133. 5:45the learning goals defined at the beginning should be
134. 5:48taken into account in a consistent manner
135. 5:50in the evaluation. That is, what is said
136. 5:52to be aimed for in the course
137. 5:54is actually done in the evaluation. In other words,
138. 5:57the methods of evaluation and what it
139. 5:58targets are important
140. 6:00for supporting learning. If the student knows that
141. 6:03the evaluation is not in line
142. 6:05with the teaching, the motivation to learning may
143. 6:07suffer. For example, if the teacher said
144. 6:10that the aim is to achieve deep understanding
145. 6:12in this course, but then
146. 6:15the evaluation focuses on minutely accurate
147. 6:16memorization, the students
148. 6:19will probably invest specifically
149. 6:20in this memorization.
150. 6:24Evaluation can be done formatively, i.e.
151. 6:27during the learning process, or summatively
152. 6:29at the end of the studies, for example
153. 6:31with an exam or an essay, or using
154. 6:33both of these methods.
155. 6:36Formative assessment has been said
156. 6:38to support learning better, but
157. 6:41of course it always depends on the situation, i.e. the teacher
158. 6:42knows how to assess the goals themselves and
159. 6:45the means of reaching them best.
160. 6:48When evaluating, it is also necessary to remember
161. 6:50the teacher's workload and ability to cope, i.e.
162. 6:53when planning innovative evaluation methods,
163. 6:56teaching methods, one must
164. 6:57think carefully about
165. 6:59the resources in use.
166. 7:00In the development of teaching,
167. 7:02it is necessary to proceed little by little and not to make
168. 7:03too big changes at once, so that
169. 7:06this does not burden the teacher himself too much.
170. 7:09In the development of teaching,
171. 7:11feedback is also extremely important, which can
172. 7:13be received and given in many forms,
173. 7:16in writing and orally and
174. 7:18as planned at certain points or
175. 7:20continuously during the studies.
176. 7:25At its best,
177. 7:26we can talk about a feedback partnership,
178. 7:28where feedback is given
179. 7:29in a safe atmosphere whenever
180. 7:31there is a suitable moment for it, for example
181. 7:33between students to each other or
182. 7:36between a teacher and students. It is important to learn
183. 7:38to use feedback to support learning.
184. 7:43In general, it can be said that this
185. 7:45process, which is shown here, is such a
186. 7:47cyclical process, that is, the circle always starts
187. 7:49again and can also progress crosswise
188. 7:51from one return track to another. That is, it is not
189. 7:55the case that this will always proceed in this
190. 7:56order, when we went through it now, but
191. 7:58these different elements should be
192. 8:00considered in the planning of the teaching
193. 8:03when there is a need.
194. 8:06The most important thing is to remember that teaching is
195. 8:08a skill that develops. As a teacher,
196. 8:11you should also take care of your own continuous
197. 8:14development and endurance throughout
198. 8:16your teaching career.