Structure:
"The tutorial program has consisted of different formats:
- In the workshops at the beginning of the program, students learn all the important information they need for their tutorial. For example, they are prepared for planning and conducting a tutorial, speaking and presenting freely, and dealing with potential challenges.
- In addition to theory, there are two observation sessions during the practical phase. Students first observe in another tutorial or the lecture on which the tutorial is based and are then observed in their own tutorial by peer tutors or me. They then receive individual feedback.
- There are also two tutorial workshops. In the first workshop, which takes place during the semester, students receive input needed for their tutorial - they choose the topic by voting. Last time, for example, the topic was scientific writing. The second workshop takes place at the beginning of the next semester and offers tutors a refresher after the lecture-free period. In general, the workshops provide space for reflection and discussion with the other tutors.
Starting in the winter semester 2020/2021, current and prospective tutors will be able to prepare for their tutoring independently using the e-tutorial program on ILIAS."
Learning objective:
"In the design phase of the tutorial program, the following question was central: What do I need to be a good tutor? To answer this question and to build the program accordingly, the competence model for subject tutors by Annette Glathe was used. In this, a distinction is made between general pedagogical, subject didactic, interdisciplinary, and subject-specific competences. These competences cover everything students need for successful tutoring for both on-site and online tutoring."
Evaluation/ Feedback:
"It is very important for me to know early on if the expectations that students have for the tutoring program match the topics and content that I set out to cover. The first step for this is the expectations survey in the first workshop: For this, I use a real or digital bulletin board and students write down their learning objectives or their expectations on real or digital post-its. At the end of the lesson, everyone gives brief feedback (one-minute paper, flashes, etc.) and we check to see if all post-its were met and what we should address in more depth. For many students, giving feedback is unusual at first, as they often take a more passive role in other events. In the feedback rounds, they quickly realize that they can make a difference with their opinion. Their feedback led to some changes in past runs. For example, it allowed us to better tailor workshop times and some topics to students' preferences."
Characteristics of teaching:
Practical phases
“Above all, it is important to me that we do a lot of practical work, and that we discuss and exchange ideas. Students should be able to try things out for themselves, and thus also learn a lot for their future careers. I don't want them to just memorize theory."
Good learning atmosphere
"A pleasant and productive working atmosphere is important to me. Students dare to ask questions and want to do so. I am always available as a contact person, that is, not only during the lesson, but also by email or in person in my office."
Flexibility
“No two courses are the same. No two tutors are the same. For this reason, one of the first tasks when the tutoring program starts is to consider whether my plan fits the new students, their learning situation, prior knowledge, learning strategies, etc., so that I can respond flexibly and make adjustments if necessary."
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