
Overview
In order to be able to recognize the uniqueness of each pupil and each group of learners and to be able to react in adequate ways, teachers need to train their sense of perception as well as apply some tools which will enable them to conduct their lessons in meaningful ways, to support the pupils’ growth and to recognize learning processes when they take place. In a time in which the field of education is more and more dominated by a notion of testing, we want to deliberately point out other ways of accompanying the pupils’ learning processes. We invite you to get to know various and creative methods which can help us to identify learning processes when they occur. Our focus is not so much on formative assessment with respect to examens. We understand assessment as a necessary tool for teachers who want to understand and support their pupils’ learning processes. Moreover we see a dialogue between pupils and teachers as a way to help pupils to understand their learning through getting feedback about the next meaningful steps on their individual paths into life. Starting off with some general aspects of learning, we will then examplify more theoretical aspects through examples from classes seven to twelve.
Moreover, we will also offer some tools for teacher learning which we invite you to get to know and enjoy during the course.
Course Features
- Lectures 80
- Quizzes 0
- Duration 25 hours
- Skill level All levels
- Language English
- Students 58
- Assessments Yes
Curriculum
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Welcome to the course 11
The first week is a time to get to know elewa with its various tools for professional learning. Moreover, we will introduce the central theme of the course by taking various perspectives on the learning process itself.
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Lecture1.1
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Lecture1.2
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Lecture1.3
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Lecture1.4
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Lecture1.5
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Lecture1.6
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Lecture1.7
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Lecture1.8
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Lecture1.9
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Lecture1.10
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Lecture1.11
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Understanding the learning process in the context of formal education 13
This week, the learning process will be looked at within the context of formal education and will be further investigated with respect to some specific characteristics. You are encouraged to meet other colleagues and enjoy your first community circle meeting.
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Lecture2.1
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Lecture2.2
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Lecture2.3
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Lecture2.4
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Lecture2.5
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Lecture2.6
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Lecture2.7
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Lecture2.8
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Lecture2.9
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Lecture2.10
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Lecture2.11
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Lecture2.12
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Lecture2.13
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Differentiation and learning 20
The main focus of this week's material will be the diversity among learners and the question of how we can learn to welcome the richness which lies in diversity rather than experiencing differences as difficult challenges. The varation of tasks and questions will be in the centre of our interest.
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Lecture3.1
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Lecture3.2
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Lecture3.3
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Lecture3.4
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Lecture3.5
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Lecture3.6
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Lecture3.7
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Lecture3.8
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Lecture3.9
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Lecture3.10
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Lecture3.11
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Lecture3.12
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Lecture3.13
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Lecture3.14
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Lecture3.15
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Lecture3.16
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Lecture3.17
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Lecture3.18
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Lecture3.19
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Lecture3.20
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Observing, valuing, evaluating, assessing 13
Now we have reached the core topic of the course. This week we will show you how the tools of evaluation, feedback and assesment can be used in meaningful ways in order to accompany students in their learning processes in individual and encouraging ways and foster their learning processes at the same time.
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Lecture4.1
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Lecture4.2
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Lecture4.3
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Lecture4.4
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Lecture4.5
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Lecture4.6
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Lecture4.7
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Lecture4.8
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Lecture4.9
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Lecture4.10
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Lecture4.11
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Lecture4.12
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Lecture4.13
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The art of teaching - pedagogy as art, craft and science 15
Even though the teacher cannot make pupils learn, she can offer them opportunities, help them to develop the skills they need and invite them to enjoy individual learning experiences within a community of learners in the classroom. You will find many examples taken from various classes and subjects which are meant to illustrate what we have been talking about throughout the last weeks.
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Lecture5.1
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Lecture5.2
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Lecture5.3
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Lecture5.4
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Lecture5.5
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Lecture5.6
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Lecture5.7
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Lecture5.8
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Lecture5.9
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Lecture5.10
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Lecture5.11
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Lecture5.12
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Lecture5.13
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Lecture5.14
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Lecture5.15
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Looking back and creating the future 8
As you have learnt by now, reflection is an essential part of the learning process. Therefore we will share examples of possible reflection tasks for pupils as well as invite you to take some time and reflect on your personal learning experience with this course.
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Lecture6.1
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Lecture6.2
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Lecture6.3
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Lecture6.4
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Lecture6.5
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Lecture6.6
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Lecture6.7
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Lecture6.8
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Instructor
Ulrike Sievers was born in the North of Germany. She studied English and Biology and has taught both of these subjects in Waldorf schools with great enthusiasm for over 20 years. Her main interest is in how school education can create a space in which children and young people can grow up in a healthy way, develop a love for nature and the living world and become interested in other people, their cultures and their languages. She has also contributed nationally and internationally to teacher education and offers courses for students at the Waldorf seminar in Hamburg and Stuttgart.