Personal Logbook for Lecturers

TEACHING TOOLS A Digital Handbook for Academic Lecturers p1

My Personal Logbook

TEACHING TOOLS A Digital Handbook for Academic Lecturers

Content:

How to Use This Logbook: ................................................................................................................................. 2

Learning Agreement .......................................................................................................................................... 3

Teaching Problems Inventory ............................................................................................................................ 5

The Excellence of the Brain - "How many dots did you see?" ............................................................................. 9

Consequences of Memory Research for Teaching ........................................................................................... 10

Teaching Objectives ........................................................................................................................................ 11

List of Used Methods ....................................................................................................................................... 12

Developing Guidelines..................................................................................................................................... 13

My Instructional Media..................................................................................................................................... 14

Course Outline ................................................................................................................................................ 15

Lesson Plan .................................................................................................................................................... 16


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How to Use This Logbook: You can use this logbook to write down your thoughts and observations. Specifically

note things that you dont understand, or points that you feel are important to remember.

It can also be used to take down references or additional ideas..

Take time to record anything that is important in the progress of your training. This may include your line of thinking about a given topic, your results as you progress, or additional thoughts or questions you may have about certain issues or problems.

Combine what you learn from this training with your past experience and record your observations. What does the training evoke in you? Does it remind you of anything or anyone?

Ask yourself questions about the training: What is confuses you in a particular section?

At the end of each chapter, write down what you have learned and what you want to practice with your students.

You can use the following questions as template for your logbook entries:

What did I do today for this training?

How do I feel?

What did I learn?

How can I use or apply it?

The forms provided on pages 3 16 are to be used in the completion of specific exercises found in the various chapters of the program. After page 17 you can add more pages for your independent individual notes.


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Introduction

Learning Agreement

Please formulate at least three sentences about:

what concrete target you would like to reach OR

what you are personally most interested in learning in this training OR

what you would like to change in your teaching OR

what you want to be able to do after having completed this training OR

what teaching problems you would like to overcome.

How much do you want to invest in this training (time, energy, etc.)?


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Chapter.1: Delivering Lectures

Teaching Situations

Compare the examples in the video with your own (main) teaching situations. Use single words or very short responses to answer the following questions:

How many students are in your class?

How long are your lectures?

How long do you usually speak without interaction?

How do you activate your students?

What media do you use regularly?


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Teaching Problems Inventory problems, difficult situations possible reasons possible actions


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Elements of Instruction

Provide a checklist for your fellow lecturer and develop a few examples of

how to build structures,

how to provide students with feedback,

how to use repetition,

and how to integrate visual help

in a presentation.


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Chapter 2: Basics in Learning and Teaching

Right or Wrong?

Please complete the questionnaire using the space provided below:

right wrong

1. Memory capacity differs from person to person.

2. It is more difficult to remember things that you are not interested in.

3. Mnemonics can boost the performance of your memory.

4. People who suffer from Alzheimers disease have lost their memory.

5. The brain processes newly learned information during sleep.

6. Athletic activity inhibits the efficiency of your memory.

7. Eating and drinking supports the efficiency of learning.

8. When you grow older you lose factual knowledge

9. The older you are the easier learning is.

10. Overlearning is a technique to learn more in a shorter time.

11. Memories change with the passage of time.

12. Fear reinforces learning.


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Constraints of Memory

Reasons for forgetfulness:


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The Excellence of the Brain - "How many dots did you see?"

A aaa

B aaa

C aaa

D aaa

E aaa

F aaa

G aaa

H aaa

I aaa

J aaa

K aaa


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Consequences of Memory Research for Teaching

To support my students learning I can... (teaching activities or proceedings)

on the level of perception

on the level of short-term storage

on the level of long-term storage

on all levels in general


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Chapter 3: Dimensions of Teaching

Teaching Objectives

Please formulate one general aim and three teaching objectives that correspond to different levels of knowledge within a chosen course and note the level of the cognitive domain.


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Chapter 4: Methods in Teaching

List of Used Methods Name of the method

Description When and why did you apply it? What did you experience?

Advantage / What was good about using this method and why?

Disadvantage / What was bad about using the method?


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Developing Guidelines

How can I give a good lecture? or

How can I conduct productive discussions? or

How can I introduce successful group work?

Choose one method and develop guidelines for it.


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My Instructional Media Name of the media

Description Best used for: Disadvantage Alternative Media


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Chapter.5: The Design of a Course Selection and Preparation of Content

Course Outline Course Title

Target Group

Aim(s) of the Course

Teaching Objectives

Course Topics


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Chapter 5: The Design of a Course

Lesson Plan

Topic / Title

Aim

sub-topic / content

teaching objectives methods / activities instructional media expected

length

Please allocate the different cognitive and activity phases!


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Documents

Personal Logbook for Lecturers