ZFH workshop: "Teaching and learning, part 2"

Structure

This multi-part event in Siegen is the core of the basic module of the continuing education program "Professional Teaching Competence at Universities". The course consists of two two-day workshops and a practical phase between the workshops. "Teaching and Learning" is designed as an introduction to continuing education in higher education didactics and is aimed at teachers of all subjects. The workshops are all-day events. In addition, there are individually agreed times for peer observation during the lecture period as well as a four-hour appointment for "peer consultation". The aim of the event is to expand the didactic repertoire and stimulate curiosity and experimentation in everyday academic teaching and learning.

Content

• To this end, participants should acquire skills in
• view teaching from the perspective of students and learning and align it accordingly
• identify aspects of teaching design that promote and hinder learning
• reflect on their own and others' teaching activities from a didactic perspective
• discuss problems from everyday academic teaching in a solution-oriented manner
• select and implement elements that promote learning for various learning situations in courses
• define teaching objectives (as learning outcomes) for their course
• reflect on and formulate their own understanding of their role as teachers
• engage in an experimental attitude with regard to innovation in teaching

In terms of content, both workshops cover a broad range of topics on fundamental aspects
of teaching and learning. The focus is on practical, everyday
suggestions that can be implemented in as many disciplines as possible.

• How does "learning" work? What promotes motivation to learn? What does this mean for "teaching"?
• Diagnosis of problems in teaching and learning at university and development of possible solutions
• Designing the opening and closing phases of a course
• Elements of competence-oriented course planning (especially formulation of teaching objectives)
• Activating methods in teaching
• Reflection on didactic and methodological action using simulations and peer consultations of participants' teaching situations
• Teaching concepts of university lecturers; reflection on one's own role and self-image as a lecturer
  

The practical phase consists of

• Planning and teaching a course (individual session),
• observation of at least two courses taught by other lecturers
• collegial feedback discussions following the observation sessions and collegial advice on practical teaching situations
• Written reflection on the observation sessions and peer counseling