Presentation is loading. Please wait.

Presentation is loading. Please wait.

Teacher Training for Professional Competence

Published byCharles Bénard Modified over 5 years ago

Similar presentations

Presentation on theme: "Teacher Training for Professional Competence"— Presentation transcript:

1 Teacher Training for Professional Competence
TT SC - Medellin 05 18/07/2019 Teacher Training for Professional Competence Medellin, Colombia, November 2005 18/07/2019 HPC: TT PC - Medellin 05 HPC

2 LearningLab DTU Major tasks Staff Teacher-training courses
Support teaching-development projects Staff ~8 persons permanent ~5 projects 18/07/2019 HPC: TT PC - Medellin 05

3 Teacher training in Denmark
1994: Requirement for training of university teachers 1999: Mandatory training for new teachers at DTU 2005: First full professors appointed at DTU on basis of teaching 18/07/2019 HPC: TT PC - Medellin 05

4 Structure of presentation
Teaching for competences Teacher training for Teaching for competences content form 18/07/2019 HPC: TT PC - Medellin 05

5 1. Teaching for competences
There is no best way to teach This does not mean that all teaching is good This means that you have to find your own way of teaching in a given situation The question is how? 18/07/2019 HPC: TT PC - Medellin 05

6 Teaching analysis How to teach What to learn How to learn 18/07/2019
TT SC - Medellin 05 18/07/2019 Teaching analysis How to teach What to learn How to learn HPC 18/07/2019 HPC: TT PC - Medellin 05

7 Teaching analysis 18/07/2019 HPC: TT PC - Medellin 05

8 What to learn 18/07/2019 HPC: TT PC - Medellin 05

9 What to learn 18/07/2019 HPC: TT PC - Medellin 05

10 What to learn 18/07/2019 HPC: TT PC - Medellin 05

11 General competences learning teamwork communication etc. 18/07/2019
HPC: TT PC - Medellin 05

12 Engineering competences
analyse complex problems reduce to solvable problem estimate outcome handle high uncertainty design creative solution evaluate solutions meet expectations respect professional ethics 18/07/2019 HPC: TT PC - Medellin 05

13 Engineering competences
analyse complex problems reduce to solvable problem estimate outcome handle high uncertainty design creative solution evaluate solutions meet expectations respect professional ethics 18/07/2019 HPC: TT PC - Medellin 05

14 How to learn 18/07/2019 HPC: TT PC - Medellin 05

15 How to learn 18/07/2019 HPC: TT PC - Medellin 05

16 How to learn 18/07/2019 HPC: TT PC - Medellin 05

17 How to learn 18/07/2019 HPC: TT PC - Medellin 05

18 Learning approaches Surface learning Deep learning
Seeks to meet the assessment demands by reproduction and rote memorising Deep learning Tries to understand ideas and seek meaning Conceptual understanding 18/07/2019 HPC: TT PC - Medellin 05

19 based on empirical research
Learning basics Learning is an active psychological process that takes place in the layer between known and unknown You have to work You cannot transfer understanding You have to be motivated You need a starting point based on empirical research 18/07/2019 HPC: TT PC - Medellin 05

20 Learning process model
TT SC - Medellin 05 18/07/2019 Learning process model Activity 1: Data collection Empirical process  tacit contextual knowledge Double-loop feedback Activity 2: Reorganisation Rational process  explicit general understanding HPC 18/07/2019 HPC: TT PC - Medellin 05

21 How to teach 18/07/2019 HPC: TT PC - Medellin 05

22 Implications to teaching
from learning approaches from learning basics from learning process model form general competences from engineering competences 18/07/2019 HPC: TT PC - Medellin 05

23 Implications to teaching
from learning approaches from learning basics from learning process model form general competences from engineering competences 18/07/2019 HPC: TT PC - Medellin 05

24 Implications to teaching
from learning approaches from learning basics from learning process model form general competences from engineering competences 18/07/2019 HPC: TT PC - Medellin 05

25 a. from learning approaches
Deep learning approach assessment  learning focus time to absorption curriculum overloading  core elements 18/07/2019 HPC: TT PC - Medellin 05

26 b. from learning basics auditorium  laboratory
You have to work auditorium  laboratory You cannot transfer understanding deductive  inductive teaching You have to be motivated teacher control  student influence You need a starting point abstract  contextual teaching de-learning 18/07/2019 HPC: TT PC - Medellin 05

27 c. from learning process model
Double-loop feedback Feedback is important Make sure to get through both loops Loop 1 Student controlled physical activity Loop 2 Teacher facilitated mental activity 18/07/2019 HPC: TT PC - Medellin 05

28 e. from generic competences
Learning skills independent work Teamwork skills group work Communication skills doing presentations 18/07/2019 HPC: TT PC - Medellin 05

29 f. from eng. competences Analyse, reduce, solve complex problems
Use ill-defined open problems Estimate, handle uncertainty, evaluate Practice a lot to train technical skills Meet expectations and respect ethics Train attitude with real-world problems Be creative Do not at all use simple textbook drills 18/07/2019 HPC: TT PC - Medellin 05

30 What a teacher does A teacher facilitate student learning (Teaching)
evaluate student learning (Assessing)* and to do this a teacher structure student learning (Planning) *Grading 18/07/2019 HPC: TT PC - Medellin 05

31 What a teacher does 18/07/2019 HPC: TT PC - Medellin 05

32 How to plan The MIdwiFE model Motivate learning Initiate learning work
TT SC - Medellin 05 18/07/2019 How to plan The MIdwiFE model Motivate learning Initiate learning Relate to student knowledge work Facilitate learning Evaluate learning HPC 18/07/2019 HPC: TT PC - Medellin 05

33 work work How to plan loop 1 loop 2 Spiral learning 18/07/2019
HPC: TT PC - Medellin 05

34 How to facilitate Test* Focus on core elements Student influence
Varied activities Open ill-defined authentic problems Group work Peer teaching *no grading 18/07/2019 HPC: TT PC - Medellin 05

35 How to assess Assessment objectives Requirements to assessment
competences Requirements to assessment educational practical formal Support learning Use few resources External requirements 18/07/2019 HPC: TT PC - Medellin 05

36 2. Teacher training DTU strategy: Focus on student learning
Conceptual change Professionalize Private  Team Action research Self reflection on teaching - In contrast to: Behavioural change Formal teaching abilities Focus on teacher performance Get a language You can argue why you do as you do Doing experiments in your own course 18/07/2019 HPC: TT PC - Medellin 05

37 DTU organisation supervisor pedagogical consultants
Learning communities 18/07/2019 HPC: TT PC - Medellin 05

38 Structure Pedagogical consultants Assistant Prof. supervisors
TT SC - Medellin 05 18/07/2019 Structure Pedagogical consultants Assistant Prof. supervisors PhD supervisors Assistant Professors + PhD students HPC 18/07/2019 HPC: TT PC - Medellin 05

39 Rules for Assistant Professors
Supervision Educational 3-year plan Relevant teaching duties UDTU Teaching portfolio Statement about teaching abilities 250 hours total work 18/07/2019 HPC: TT PC - Medellin 05

40 Competence learning objectives
After UDTU you will be able to set up learning objectives & identify core elements test students’ pre-knowledge & learning outcome plan a teaching sequence with suitable teaching & assessment activities use feedback as a learning and teaching tool 18/07/2019 HPC: TT PC - Medellin 05

41 UDTU activities Assignments Seminars Project
Preparations for activities at the seminars Seminars Short theoretical introductions Good-practice examples Activity and group work Project Based on the participants’ own teaching 18/07/2019 HPC: TT PC - Medellin 05

42 Module 1: Learning & Teaching
Pre-assignment 1: Preparation for teaching exercises 3-day seminar: Learning basics Giving a lesson Teaching exercises 18/07/2019 HPC: TT PC - Medellin 05

43 Module 2: Planning & Assess
Pre-assignment 2: Learning objects and core elements for a course 2½-day seminar: Learning objectives & Core elements Micro & macro planning Assessment Work on their course in groups 18/07/2019 HPC: TT PC - Medellin 05

44 Module 3: Feedback & Doc Pre-assignment 3: 2½-day seminar:
Reflective essay on learning & teaching Foundation for peer-coaching exercises 2½-day seminar: Test of student Peer coaching Evaluation by student Teaching portfolio Group work & Tutoring 18/07/2019 HPC: TT PC - Medellin 05

45 Module 4: Project Action research:
Plan and implement teaching with focus on student learning – incl. feedback via tests peer coaching student evaluation Methods & tools from Modules 2 & 3 18/07/2019 HPC: TT PC - Medellin 05

46 Test of the students Before teaching to test background and pre-knowledge After teaching to test learning outcome (conceptual understanding) 18/07/2019 HPC: TT PC - Medellin 05

47 Peer coaching In groups of 4 Includes:
Structured discussion with colleague before lesson Colleague attending lesson Structured discussion with colleague after lesson Each group is assigned a pedagogical consultant 18/07/2019 HPC: TT PC - Medellin 05

48 Evaluation by the students
The participant describe intentions The students fill in a special questionnaire (the MEQ) The teacher reflects on the correlation between intentions student evaluation own experiences Only reflections are important 18/07/2019 HPC: TT PC - Medellin 05

49 Answers to Project assignment
1/3 into the course: Pre-test Describe course plan Argue for chosen methods After the course: Evaluation by the students Post-test Reflections 18/07/2019 HPC: TT PC - Medellin 05

50 And in the end…. Happy young teachers with teacher-training diplomas
18/07/2019 HPC: TT PC - Medellin 05

51 Teacher-training homepages
LearningLab DTU Danish Engineering Education network Active Learning in Engineering Education 18/07/2019 HPC: TT PC - Medellin 05

Download ppt "Teacher Training for Professional Competence"

Similar presentations

Student Learning Strategies for Success in Computer Networking July 06 Student Learning Strategies for Success in Computer Networking By Name Neville Palmer.

Student Learning Strategies for Success in Computer Networking July 06 Student Learning Strategies for Success in Computer Networking By Name Neville Palmer.
A Masters in Education in eLearning The University of Hull.

A Masters in Education in eLearning The University of Hull.
The case method in education Jonas Nordquist, Associate Editor, BMJ Learning

The case method in education Jonas Nordquist, Associate Editor, BMJ Learning
Purpose of Instruction

Purpose of Instruction
Change strategies. Why change? New skills and competencies updating -life long learning searching for new knowledge interdisciplinary and creative problemsolving.

Change strategies. Why change? New skills and competencies updating -life long learning searching for new knowledge interdisciplinary and creative problemsolving.
Challenges for Subject Teacher Education Jari Lavonen Professor of Physics and Chemistry Education Department of Applied Sciences of Education, University.

Challenges for Subject Teacher Education Jari Lavonen Professor of Physics and Chemistry Education Department of Applied Sciences of Education, University.
Validation Validation is the process of identifying, assessing,

Validation Validation is the process of identifying, assessing,
Chemical Engineering curriculum renewal for the twenty first century: a work in progress Peter Holt, Jose Romagnoli and Ali Abbas.

Chemical Engineering curriculum renewal for the twenty first century: a work in progress Peter Holt, Jose Romagnoli and Ali Abbas.
Marietta Rives, DE Consultant, Co-Chair of Instruction & Assessment Team Jan Norgaard, AEA 13 Associate Director, Network Team Member Deb Johnsen, AEA.

Marietta Rives, DE Consultant, Co-Chair of Instruction & Assessment Team Jan Norgaard, AEA 13 Associate Director, Network Team Member Deb Johnsen, AEA.
Corporate Priorities within the Learning & Development Policy 19 December 2013 HR-L&D P. Goy TEC.

Corporate Priorities within the Learning & Development Policy 19 December 2013 HR-L&D P. Goy TEC.
“The great end of education is to discipline rather than furnish the mind; to train it to the use of its own powers, rather than fill it with the accumulation.

“The great end of education is to discipline rather than furnish the mind; to train it to the use of its own powers, rather than fill it with the accumulation.
1 Ideas of Problem-based Learning As a learner-centred process, problem- based learning meets the learners' interests and as such gives room for developing.

1 Ideas of Problem-based Learning As a learner-centred process, problem- based learning meets the learners' interests and as such gives room for developing.
Process competencies. More than study skills….. Co-operation, management, learning, etc. Core part of a PBL-curriculum not only academic - not only practical.

Process competencies. More than study skills….. Co-operation, management, learning, etc. Core part of a PBL-curriculum not only academic - not only practical.
Session Objectives At the end of the session you should :- 1.be able to identify at least 4 factors which can be barriers to learning 2.list as many of.

Session Objectives At the end of the session you should :- 1.be able to identify at least 4 factors which can be barriers to learning 2.list as many of.
Session Objectives Analyze the key components and process of PBL Evaluate the potential benefits and limitations of using PBL Prepare a draft plan for.

Session Objectives Analyze the key components and process of PBL Evaluate the potential benefits and limitations of using PBL Prepare a draft plan for.
WRIGHT STATE UNIVERSITY College of Education and Human Services Integrating Technology Into Foundations and Methods Courses.

WRIGHT STATE UNIVERSITY College of Education and Human Services Integrating Technology Into Foundations and Methods Courses.
The most important outcome of education is to help students become independent of formal education.

The most important outcome of education is to help students become independent of formal education.
The teacher that the 21st century student needs OAS SEVENTH INTER-AMERICAN MEETING OF MINISTERS OF EDUCATION IN THE FRAMEWORK OF CIDI PARAMARIBO, SURINAME,

The teacher that the 21st century student needs OAS SEVENTH INTER-AMERICAN MEETING OF MINISTERS OF EDUCATION IN THE FRAMEWORK OF CIDI PARAMARIBO, SURINAME,
CDIO: Overview, Standards, and Processes (Part 2) Doris R. Brodeur, November 2005.

CDIO: Overview, Standards, and Processes (Part 2) Doris R. Brodeur, November 2005.
School practice Dragica Trivic. FINDINGS AND RECOMMENDATIONS FROM TEMPUS MASTS CONFERENCE in Novi Sad Practice should be seen as an integral part of the.

School practice Dragica Trivic. FINDINGS AND RECOMMENDATIONS FROM TEMPUS MASTS CONFERENCE in Novi Sad Practice should be seen as an integral part of the.

Similar presentations

Ads by Google