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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Chapter.1: Delivering Lectures

Teaching Problems Inventory

problems, difficult situations

possible reasons

TEACHING TOOLS A Digital Handbook for Academic Lecturers

possible actions

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Chapter.1: Delivering Lectures

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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Chapter 2: Basics in Learning and Teaching

Constraints of Memory
Reasons for forgetfulness:

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Chapter 2: Basics in Learning and Teaching

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

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Chapter 2: Basics in Learning and Teaching

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?

TEACHING TOOLS A Digital Handbook for Academic Lecturers

Disadvantage / What was bad

about using the method?

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Chapter 4: Methods in Teaching

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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Chapter 4: Methods in Teaching

My Instructional Media
Name of the
media

Description

Best used for:

TEACHING TOOLS A Digital Handbook for Academic Lecturers

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

Please allocate the different cognitive and activity phases!

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instructional media

expected
length

My Personal Logbook

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