Learning to Teach
ETH Teaching Assistants
A video series addressing important learning sciences theories and core didactical concepts for TAs at ETH. The videos are embedded in the “Learning to Teach” course of the Curriculum and Faculty Development team.
What we did:
Script
Video Style
Postproduction
Videos for the ETH Blended Learning Course
How to give clear instructions
Giving clear instructions is not as simple as it might seem. Often the reason why students don’t participate in activities isn’t about their motivation at all. It’s much more likely, that students are hesitant because they actually aren’t entirely sure what is expected of them. For example, good instructions use active verbs like “list”, “solve”, or “document”. Words that clearly communicate the activity you would like the students to engage in. The choice of words can be crucial.
Prior Knowledge
Prior knowledge plays an important role both in deeper learning and collaborative learning. It is paramount, to take prior knowledge of students into account when designing exercises that help them achieve a deep understanding of complex phenomena, as well as when designing group exercises to solve collaboratively.
Effective Feedback
The significant impact of feedback on learning has been proven by many scientific studies and researchers. One of them is John Hattie. In his view, effective feedback should answer three questions that students have. More in our video on "Effective Feedback".
How memory works
The first step to truly learning something new, is to remember it. In this video we're going to explore the theories and methods you can use to encourage memories and therefore successful learning to take place.
Constructive Alignment
In this video, we're talking about the "Constructive Alignment" concept by John Biggs and Catherine Tang. Alignment refers to the measure of congruence between learning objectives, learning activities, and performance assessments. These three elements should be on the same level of quality and should refer to each other in a course design. Constructive refers to the fact that learners or students construct meaning by knowing the goal of the learning process and from that, knowing what they should do to reach this goal and so acquire the predicted competences.
Portal - How to start into a semester
What’s the first thing to address in a freshly starting semester?
People involved
LET Curriculum and Faculty Development
Script Development:
Dr. Benno Volk
Serena Pedrocchi
Dr. Marion Lehner
Karin Brown
Dr. Philipp Barth
Dr. Jeanine Reutemann
Script English Review:
Dr. Anna Garry
Video productions by:
Dr. Jeanine Reutemann
Paulina Zybinska M.A.
Backstopping:
Dr. Gerd Kortemeyer