Serena Pedrocchi: Catalogue data in Spring Semester 2021 |
| Name | Ms Serena Pedrocchi |
| Department | Humanities, Social and Political Sciences |
| Relationship | Lecturer |
| Number | Title | ECTS | Hours | Lecturers | |
|---|---|---|---|---|---|
| 851-0370-00L | Didactic Basics for Student Teaching Assistants | 1 credit | 1S | B. Volk, S. Pedrocchi | |
| Abstract | The course “Didactic Basics for Student Teaching Assistants” enhance Student Teaching Assistants (Student TAs) to develop knowledge, capability and confidence to effectively plan and teach courses and exercises. Participants get trained to think critically about students’ learning and create learning situations in which students are actively engaged. | ||||
| Learning objective | In this course Student Teaching Assistants will ... • reflect on their approach to teaching as well as their attitude towards teaching. • understand the basics of teaching and learning in the context of their subject. • consciously design the introduction of their course as well as the introduction of single teaching units. • apply classroom assessment techniques as formative assessments to measure the current status of their students. • develop a didactic concept according to the learning objectives. • conduct interactive sequences as learning activities. • give and get feedback from peers and self-reflect on their teaching practice. • feel confident to use methods for active learning scenarios in their classes. | ||||
| Content | The online phase with 4 chapters will provide a range of relevant topics for developing the teaching competence of Student Teaching Assistants: • Chapter 1 presents an overview about how learning works. Based on these fundamentals of learning participants reflect on their role as Student TAs to feel comfortable in their new role as a teacher. • In chapter 2 Student TAs start planning an own lesson by introducing a class and locate it in the larger topic (methods: portal and informative introduction). • In chapter 3 Student TAs learn to plan learning activities in order to activate students (active learning methods). • Chapter 4 is about giving and also getting feedback. The participants integrate this topic also in their lesson plan. While working through the four chapters, Student TAs have the chance to reflect, exchange ideas with peers and plan their own teaching accordingly so that they feel confident in their role. | ||||
| Prerequisites / Notice | Self-paced online course: https://moodle-app2.let.ethz.ch/course/view.php?id=14053 Consolidation Workshop on Wed., 21 April 2021, 3-6pm. | ||||
| 851-0371-00L | Coaching Students | 1 credit | 1S | B. Volk, R. P. Haas, S. Pedrocchi | |
| Abstract | The course “Coaching Students” enhances Student Teaching Assistants and other participants in their roles as student coaches, acquiring basic knowledge about coaching methodology and the mindset of a coach. The course is focusing on participants that are coaching student groups or teams or individuals with open tasks without model solution, where nondirective support plays an important role. | ||||
| Learning objective | Participants will • understand the basics of coaching and the roles as student coach. • develop the mindset of a coach and reflect on their attitude towards guiding student learning processes (individuals and teams). • acquire coaching skills and build knowledge and know-how about coaching methods. • analyse learning scenarios and team situations by developing and verifying hypotheses. • design coaching session and feel confident to use coaching methods. • give and get feedback from peers and self-reflect on their coaching practice. | ||||
| Content | After the online phase students improve their theoretical knowledge, methods expertise and coaching skills in five double lessons with in-class activities. Here is the schedule with dates and topics The Zoom-Link is published in the Moodle Course: https://moodle-app2.let.ethz.ch/course/view.php?id=14054) • 8 March 2021: Kick-off (Roles, Active listening, Feedback) • 15 March 2021: GROW model and Asking questions • 22 March 2021: Hypothesis and Motivation • 12 April 2021: 1:1-Coaching • 26 April 2021: Team building & Psychological Safety • 3 May 2021: Facilitating Conflicts • 17 May 2021: Reflexivity and Case studies For each live session preparatory material is provided on Moodle, enabling participants to start these sessions well equipped. | ||||