Teaching Core Certificate - AdvancedWorkshop, Part II - Refining Teaching & Examining Learners

TypeTraining
InstructorDr Sebastian Walzik
LanguageEnglisch
Number of Places12
There are vacanciesja
RoomDahlem Research School, Hittorfstraße 16, room 004
Time

Wed./Thu., 25 / 26 November 2015, 9:00-17:00

Student Profile

Researchers at all postdoctoral stages with prior completed Basic Workshop (Part I) of the Teaching Core Certificate.

Important Notes

Please note the new setup for the Teaching Core Certificate:
The Teaching Core Certificate comprises three parts, the Basic Workshop, the Advanced Workshop and a Peer Coaching Session, with each part taking up two workshop days. (The Peer Coaching session may be shortened to two half days.)
All parts are planned to be offered once a year, the Basic Workshop probably twice a year. You can register for the parts separately, but please note the prerequisites for Parts II and III listed below:

The Basic Workshop (Part I) is open for all interested researchers holding a doctoral degree (postdoctoral fellows, junior research group leaders and junior professors). It does not require any teaching experience.

There are two prerequisites for participation in the Advanced Workshop (Part II):
1) Completed Basic Workshop
2) Participants have been involved or are currently involved in teaching of an entire lecture or seminar series (not single lectures/seminars only)!

A Peer Coaching session (Part III) has to be completed as well to receive the final certificate. Here, participants will interact strongly and comment on each other`s teaching sessions.This peer coaching session required a completed Basic Workshop.


When registering, please add the following information to your registration data:
1) Which format has your current teaching (lecture, seminar, practical course etc.)?
2) What is the amount of your current teaching involvement in hours/term (Semesterwochenstunden)?

Objectives

In the Teaching Core Certificate Program you will increase your awareness of teaching conditions and learning processes at universities. You are invited to systematically extend your knowledge of didactical methods and to reflect on your practical teaching experience as well as on your teaching philosophy and your action strategies.

Program Schedule

Please note: You may register for the three parts independently, about prerequisites for Parts II and III see above.
You may also register for the Parts II and III at a later time, since they will presumably be offered once every year.

Training Element

Scope

Date / Time

Basic Workshop (Part I):
Understanding Learning & Planning Teaching

2 days

Thu./Fri. 3 & 4 September 2015, 9:00-17:00

Advanced Workshop (Part II):
Refining Teaching & Examining Learners

2 days

Wed./Thu. 25 & 26 November 2015, 9:00-17:00

Peer Coaching for Better Teaching (Part III)

2 single days

to be announced later

 

Target Group

Researchers at all postdoctoral stages (postdoctoral fellows, junior research group leaders and junior professors).

There are two prerequisites for participation in the Advanced Workshop (Part II):
1) You have earlier completed the TCC Basic Workshop.
2) Participants have been involved or are currently involved in teaching of an entire lecture or seminar series (not single lectures/seminars only)!

Objectives

If you participate in this workshop,

  • You will deepen the idea of Classroom Assessment Techniques (CATs) and develop/adapt them for your own lectures.
  • You will understand that you do not need to teach everything and how to reduce content to make lectures more digestible for the students, to plan transfer, to reduce time pressure, etc.
  • You will learn to plan, compose and evaluate exams.
  • You will reflect on your own previous teaching experience.
  • At the end of this workshop, you will come up with a plan for your peer coaching session (Part III).

Content
  • Classroom Assessment Techniques (CATs)
  • Reducing content
  • Motivation
  • Why to exam and composing exams, choosing content, planning time & points
  • Biases of perception & "objective assessments"
  • Challenging situations in (oral) exams
  • Norms of evaluation

Methods

Trainer Inputs, discussion and exchange of experiences & opinions, exercises