Planning Teaching, Learning and Assessment (5cr)

Objectives (course unit)

Teacher student
- evaluates different ways of organizing teaching and learning
- understands the principles of competence-based curriculum
- applies constructively aligned design in planning teaching and facilitation
- compares and contrasts different pedagogical approaches and methods and evaluates their suitability to their own teaching
- can justify their pedagogical choices with reference to current literature
- understands assessment as part of a learning process and can apply various assessment methods

Content (course unit)

What is constructively aligned teaching?
What are the most common teaching and learning methods in your
discipline and how could they be developed?
How do pedagogical choices affect the objectives, contents and
assessment of learning?
How does the diversity of students affect the objectives, contents and
assessment of learning?

Assessment criteria, pass/fail (course unit)

Pass: Teacher student
- combines theoretical data with their own experiences and observations while evaluating various teaching, facilitation and assessment methods
- reflects their observations, actions and experiences and evaluates their significance to their own competences and knowledge
- participates actively in the group learning process by sharing expertise, searching for information and collaboratively creating knowledge at online and at face to face meetings
- analyzes and evaluates their learning results and choices made
- uses different communication methods and tools and evaluates them from a pedagogical perspective

Fail: Teacher student
- describes theoretical knowledge and experiential knowledge and observations separately
- discussion is shallow, presents disconnected facts and/or paraphrases literature
- does not participate in the group processes actively and/or has not submitted the learning tasks according to instructions
- knows only the most common communication methods
- cannot plan their own learning and needs constant support from the teachers

Exam schedules

No exams

Assessment methods and criteria

Self-, peer- and teacher assessment on all activities online and submitted assignments. Individual Assessment according to the criteria given in the assessment table.

Assessment scale

Pass/Fail

Teaching methods

Facilitated independent and collaborative studies in small groups, flipped classroom, enquiry based learning

Learning materials

Online materials and negotiated literature

Student workload

5 cr x 26,7 h/cr =134 hours of student work (contact hours 20%)

Content scheduling

Different levels of planning teaching and learning
Planning constructively aligned teaching
Curriculum - course implementation plan - lesson plan
Teaching methods
Assessment methods, assessment criteria
Teacher identity

Completion alternatives

Accreditation of prior learning possible - mainly only by attending another teacher studies, not by teacher experience.

Practical training and working life cooperation

Teaching and facilitation practice in an authentic environment or simulation in own study group

Assessment criteria - pass/fail (Not in use, Look at the Assessment criteria above)

Pass: Teacher students
• combine theoretical data with their experiences and
observations while evaluating how operating and learning environments and practices contribute to learning
• reflect on their observations, actions and experiences and evaluate their significance to their competences and
knowledge
• participate actively in the group learning process by
sharing expertise, searching for information and collabo-
ratively creating knowledge online and face to face
• analyse and evaluate their learning results and choices
• use different communication, teaching and facilitation
methods and tools and evaluate them from the pedagogi
cal perspective.
Fail: Teacher students
• describe theoretical knowledge, experiential knowledge and observations separately
• discuss in a shallow way, present disconnected facts and/ or paraphrase literature
• do not participate in the group processes actively and/or have not submitted the learning tasks according to the instructions
• know only the most common communication methods
• use only traditional teaching methods
• violate teachers’ code of ethic.