ETL1718 Erasmus+ Teaching and Learning 2017-18
-
ETL1718 Erasmus+ Teaching and Learning 2017-18
-
Nyní studovatPART 1: SUMMER SCHOOL
-
•A. PREPARATION FOR SUMMER SCHOOL
-
•B. SUMMER SCHOOL IN BRATISLAVA (August 28-September 4)
-
•1. Practical Introduction to the Summer School
-
Pre-Program Survey
-
-
•2. Student-Centred Learning
-
•3. Student-Centredness and Institutional Context
-
•4. Course Design
-
•5. Class Planning
-
•6. Morning Feedback: Course Design Planning
-
•7. Learning Activities for Small Groups
-
•8. Learning Activities for Large Groups
-
•9. Morning Feedback: Learning Activities
-
•10. Assessment 1: Theoretical Background
-
•11. Assessment 2: Practical Implementation
-
•12. Morning Feedback: Assessment
-
•13. Supervision
-
•14. Technology Enhanced Learning
-
•15. Using Feedback to Enhance Teaching
-
•16. Becoming a Reflective Practitioner
-
•17-19. Microteaching
-
•20. Potential Challenges and How to Deal with Them
-
•21. Concluding Session
-
-
-
Nyní studovatPART 2: ONLINE COACHING
-
Nyní studovatPART 3: Post-Program: The Book Project
-
2. Student-Centred Learning
Date and time: Monday, August 28, 20:00-21:30.
Session Leader: Eszter Simon
Description: The purpose of the session is to introduce students to the idea of student-centeredness. The session will start out from taking a snapshot of participants’ current understanding of ‘teaching’ and ‘learning’ before introducing the idea of student-centeredness. Then the class will explore the meaning of student-centeredness at different areas of teaching and in contrast with teacher-centeredness. The session will also seek to deconstruct misconceptions of student-centeredness. The concluding part of the session will explore the question of ‘how one becomes a student-centered instructor?’.
Preparatory reading: None.
Follow-up reading (Recommended): Peter Kugel. 1983. “How professors develop as teachers.” Studies in Higher Education 18(3): 315-328.
Session Leader: Eszter Simon
Description: The purpose of the session is to introduce students to the idea of student-centeredness. The session will start out from taking a snapshot of participants’ current understanding of ‘teaching’ and ‘learning’ before introducing the idea of student-centeredness. Then the class will explore the meaning of student-centeredness at different areas of teaching and in contrast with teacher-centeredness. The session will also seek to deconstruct misconceptions of student-centeredness. The concluding part of the session will explore the question of ‘how one becomes a student-centered instructor?’.
Preparatory reading: None.
Follow-up reading (Recommended): Peter Kugel. 1983. “How professors develop as teachers.” Studies in Higher Education 18(3): 315-328.
-
ETL1718 Erasmus+ Teaching and Learning 2017-18
-
Nyní studovatPART 1: SUMMER SCHOOL
-
•A. PREPARATION FOR SUMMER SCHOOL
-
•B. SUMMER SCHOOL IN BRATISLAVA (August 28-September 4)
-
•1. Practical Introduction to the Summer School
-
Pre-Program Survey
-
-
•2. Student-Centred Learning
-
•3. Student-Centredness and Institutional Context
-
•4. Course Design
-
•5. Class Planning
-
•6. Morning Feedback: Course Design Planning
-
•7. Learning Activities for Small Groups
-
•8. Learning Activities for Large Groups
-
•9. Morning Feedback: Learning Activities
-
•10. Assessment 1: Theoretical Background
-
•11. Assessment 2: Practical Implementation
-
•12. Morning Feedback: Assessment
-
•13. Supervision
-
•14. Technology Enhanced Learning
-
•15. Using Feedback to Enhance Teaching
-
•16. Becoming a Reflective Practitioner
-
•17-19. Microteaching
-
•20. Potential Challenges and How to Deal with Them
-
•21. Concluding Session
-
-
-
Nyní studovatPART 2: ONLINE COACHING
-
Nyní studovatPART 3: Post-Program: The Book Project
-