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Summary The proseminar "Planning, execution and evaluation of one-to-one tutorials" serves as a preparation, accompaniment and evaluation of the so-called "one-to-one tutorials". In this internship a student of the supplmentary supplementary study course course German as a Foreign Language teaches a foreign student on a weekly basis for one whole semester. A student tutorial accompanies the proseminar. The focus of the proseminar are the following topics: Processes of language acquisition surveys, tests and examinations, error analysis and error correction, exercise and task typologies, planning one's teaching and evaluation thereof as well as selecting and pedagocic pedagogic planning of texts and training material for the four basic skills of reading, writing, listening and speaking. The accompanying seminar for the "one-to-one tutorial" is divided into five phases: the preparatory phase (2 months), the face-to-face phase I (3 block courses with 4 seminar sessions each), the phase of independent teaching (and working on tasks), the face-to-face phase II (3 seminar sessions in the second half of the semester) and the evaluation phase (final reflection and seminar discussions). The face-to-face meetings are undertaken as block sessions, the phases having to do with preparation and independent teaching are accompanied online with the support of the LMS Blackboard. The goal of the blended learning approach is to make the individual work organization easier with regard to the times before and between the face-to-face sessions. In addition, the moderated discussion forums allow for an exchnage exchange of thoughts and ideas with one's peers and to be able to discuss conceptual teaching drafts as well as experiences made during the internship, being able to reflect on these and creating mutual content. |
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| Course title | "Planning, execution and evaluation of one-to-one tutorials" |
Course type | Proseminar and internship |
| Department/Institute | Philosophy and Humanities, Supplementary study couse course German as a Foreign Language |
| Lecturer | Maik Walter |
| No. of students (per course) | approx. 12 (per course) |
| SWS/CP | 6 SWS |
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- Intensive usage of the LMS Blackboard in all phases:
- Content areas for the provision of material, student work examples, tools
- Discussion platform for the exchange of teaching designs, for exchanging ideas regarding learning experiences, for collaborative work ideas and the reflection of experiences made whilst teaching
- Weekly publication of teaching sketches (determining a concrete teaching goal, a short agenda plan and a reflection of the tried teaching experiment); Illustration 1 shows the structure of the diiscussion discussion forum (based on Walter 2008).
- A detailed description of the blended learning scenario and the realization of such can be found
.Link in New Window linkText Walter 2008 href http://www.geisteswissenschaften.fu-berlin.de/studium/e-learning/medien/Walter_One_to_One_Tutorien.pdf?1361064361
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Experiences made by the lecturer
Ein unbestrittener Mehrwert wird – gerade zur Einführung einer Lernplattform in die eigene Lehre – mit einem hohen Vorbereitungs- und dementsprechenden Zeitaufwand erkauft." Lehrbeauftragte, die nur einmalig eine Lehrveranstaltung anbieten, rate ich deshalb definitiv von einer umfassenden Einbindung einer Lernplattform ab. Für Dozenten, die standardisierte Kurse unterrichten, lohnt sich dieser Aufwand jedoch. Die investierte Zeit ist gut angelegt, was die Ergebnisse der Seminare gezeigt haben und was ab dem zweiten Durchlauf auch in der Zeitbilanz des Dozenten positiv zu Buche schlägt. Das gesamte Praktikum wurde von den Studierenden umfassend einerseits mithilfe der Delphi-Methode anonym und andererseits in einer schriftlichen Reflexion und einer Gesprächsrunde nichtanonym evaluiert. Dabei wurde von den Studierenden das E-Learning-Angebot besonders positiv bewertet. In den Gesprächsrunden ergaben sich gerade in den ersten beiden Durchläufen sehr konstruktive Vorschläge, das Angebot übersichtlicher zu gestalten. Es wurde zudem auch auf nicht verwendete Funktionen (wie den Terminkalender) aufmerksam gemacht. Diese Vorschläge wurden jeweils in der Aktualisierung des Angebots für den folgenden Einsatz berücksichtigt A definite added value – especially when it comes to introducing the LMS in one's own teaching – is "bought" due to the quite high preparatory and time factor implemented. Assistant lecturers that only offer a course once or sporadically should not fully incorporate an LMS in their teaching. For lecturers that teach standardized courses this extra effort does pay off. The invested time pans out as the results of the seminar has shown and which is of an added benefit when it comes to the repetition of a course - especially time-wise. The internship as a whole was, on the one hand, with the aid of the Delphi method, evaluated anonymously and, on the other hand, evaluated in a written reflection and a discussion round on a non-anonymous basis. Here the students evaluated the e-learning offers provided as especially positive. Especially for the first two run-throughs, the discussion rounds resulted in very constructive proposals in order to design the offerings in a clearer manner. In addition, the unused functions (such as the calendar) were pointed out. These suggestions were taken into account for the update of the offered course for the next group (Walter 2008:4).
Further information
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