Study Guide

Objectives (course unit)

In Each One Teach One (also known as Tandem in some universities), the students teach each other their languages and culture in pairs or small groups. The course brings together students from various cultural and language backgrounds. The pairs or groups schedule their meetings independently, and each student keeps a learning diary on his/her teaching and/or learning process. It is recommended that each student acts both as a teacher and a learner, but it is also possible to participate only as a teacher or a learner. The pairs or groups are encouraged to meet in different settings and engage in various activities during the course. The students develop their skills in a given language, learn about other cultures, as well as improve their teaching and group work skills.

Content (course unit)

The students
- plan their meetings
- meet 10-15 times (1-2 hours at a time)
- produce a learning diary on their learning and/or teaching process and outcomes

Location and time

Time and location is determined by the students, except the kick-off meeting where the teacher specifies the location.

Exam schedules

Students complete the course after attending 10 meetings and publishing 10 reflective blog posts. Each meeting provides an opportunity for learning and application, while the blog posts serve as a space for reflection, analysis, and personal growth. This structured approach ensures that students actively engage with the course material and demonstrate their learning progress through continuous reflection.

Assessment methods and criteria

The evaluation of the course is based on active participation, completion of course requirements, and reflective engagement. The assessment is structured on a pass/fail basis, emphasizing the student’s commitment to the process and the quality of their contributions rather than traditional grading metrics. The following criteria outline the methods and grounds for evaluation:

Preliminary Plan Submission (Pass/Fail)
Method: Each student or group must submit a detailed preliminary plan before the course begins. The plan should include learning objectives, lesson structure, schedule, and chosen topics tailored to the participants' needs and language levels.
Evaluation Grounds: The plan is assessed on its completeness, clarity, relevance, and alignment with the course goals. Approval of the preliminary plan is required to commence the course activities.

Completion of 10 Meetings (Pass/Fail)
Method: Students are required to participate in 10 structured meetings, actively engaging in both teaching and learning roles. Attendance and participation are mandatory.
Evaluation Grounds: Completion is judged on attendance, punctuality, and active involvement in each session. Students must demonstrate a commitment to their roles, contribute to discussions, and participate fully in planned activities.

Reflective Blog Posts (10 Posts, Pass/Fail)
Method: After each meeting, students must write and publish a reflective blog post on the designated course blog. These reflections should capture their learning experiences, insights gained, challenges encountered, and how the session contributed to their intercultural communication skills.
Evaluation Grounds: Each blog post is evaluated on its depth of reflection, relevance to the course content, and engagement with intercultural communication themes. Posts should be thoughtful, introspective, and provide evidence of the student’s personal and academic growth.


Overall Course Completion (Pass/Fail)

To pass the course, students must meet all the above criteria:

Submit an approved preliminary plan.
Attend and actively participate in all 10 meetings.
Complete 10 reflective blog posts with meaningful content.
Demonstrate engagement in intercultural communication.

Failure to meet any of these criteria will result in a fail grade. This pass/fail approach emphasizes the importance of participation, engagement, and reflective practice, ensuring that students gain the maximum benefit from the course’s experiential learning model.

Assessment scale

Pass/Fail

Teaching methods

The teaching methods focus on a collaborative, hands-on approach that values every learner’s contribution, emphasizing that teaching and learning are communal responsibilities.
Peer-to-Peer Learning where students with advanced language skills in a native or mother tongue level guide or teach learners, not only by teaching but also by modeling behaviors and skills.
Collaborative Learning where Learning is a shared experience where everyone is both a teacher and a learner. Participants work together to solve problems, share insights, and develop understanding.
Hands-On, Experiential Learning where Learning through doing is a critical component, where skills are taught through practical application rather than theoretical instruction.
Storytelling and Oral Traditions where students share Knowledge through storytelling, an age-old method particularly effective in cultures with strong oral traditions.
Flexible, Adaptive Teaching where the teaching approach is flexible and adapts to the needs of the learner. It is learner-centered, focusing on the individual's pace, style, and context.

Learning materials

Materials are curated and provided by the students, tailored to their language proficiency levels and specific learning needs. Depending on their skills, the content may include practical topics such as vocabulary related to everyday activities like cooking, shopping, or other relevant themes. This approach ensures that the learning materials are both accessible and directly applicable to real-life situations, enhancing language acquisition through contextually meaningful content.

Student workload

Students develop a preliminary plan for the lesson, outlining key elements such as the timing, location, and content. This plan serves as a foundational guide, ensuring that the learning objectives, instructional methods, and logistics are well-coordinated and tailored to the needs of both the teacher and the learners. By organizing these critical aspects in advance, the students can create a structured and effective learning experience that maximizes engagement and comprehension.

Content scheduling

Students maintain a reflective diary documenting their meetings, capturing their thoughts, insights, and learning experiences. They then share these reflections on a designated blog, allowing for personal growth and fostering a collaborative learning environment where peers can read, comment, and engage with each other's reflections. This process not only enhances self-awareness and critical thinking but also creates a shared space for collective feedback and continuous learning.

Completion alternatives

Students complete the course after attending 10 meetings and publishing 10 reflective blog posts. Each meeting provides an opportunity for learning and application, while the blog posts serve as a space for reflection, analysis, and personal growth. This structured approach ensures that students actively engage with the course material and demonstrate their learning progress through continuous reflection.

International connections

Given that the majority of students are international or exchange students, with a few local Finnish participants, the course offers a rich international and intercultural communication experience. This diverse learning environment fosters cultural exchange, enhances global awareness, and develops students’ ability to communicate effectively across different cultural contexts, making the course not just an academic endeavor but a valuable intercultural learning opportunity.

Further information

The course begins once students have formed pairs or groups for collaborative learning and teaching. After forming their teams, each student develops a preliminary plan outlining their learning objectives, lesson structure, and schedule. This plan is then submitted for approval to ensure alignment with course goals. Once approved, the course officially commences, with students taking an active role in both learning from and teaching each other.
Since the course is integrated into the semester schedule, it concludes at the end of the semester. This alignment ensures that the course fits seamlessly into students’ academic timelines, allowing them to complete their learning and reflective activities within the semester's duration.