Aspects for the vignettes
- Ad hoc learning
- An unfavourable temporal and/or spatial learning situation
- Students need guidance in their learning management
Learning goals
Students:
- can assess their own level of learning and communicate it to others
- can assess their learning ability and derive their learning strategies from it
- learn to agree on a strategy by formulating goals together and by finding learning paths together and by breaking them up into manageable units (“learning bites”)
- develop their interactional competence both on verbal as well as non-verbal levels
- deal with subject-matter content in an in-depth and sustainable way
- learn about the benefit of tackling a task together
- learn about the benefit of a deeper relationship between teacher and student
Teachers:
- get insights into students’ learning behavior
- learn to give responsibility to the students for their learning progress
Learning fields
Professional learning in:
- self-evaluation
- peer-learning
- team-working
- goal setting
- learning strategic planning
- communication
Learning paths
- vignettes analysis and pinpointing relevant aspects for one’s own situation
- if possible pairing up with another teacher
- creating adapted vignettes to describe current issues at stake
- action planning: student pairing (e.g. rather homogeneous or heterogeneous), task assignment (e.g. rather guided or more open), time schedule (e.g. for students and for students-teacher meetings), documentation of work process (e.g. none or portfolio), technical framework (e.g. devices, learning platform) etc.
- implementation: kick-off
- supporting the process with the coaching method
- constant reflection, and if necessary re-adjusting
Learning methods
- (self) assessment
- turning work into a learning trajectory
- peer learning
- coaching
Learning environment
- online meetings in pairs
- face to face meetings in pairs
- opportunities to discuss and reflect with the teacher
People involved
- buddies (two students)
- teacher(s)
Indicators of success/impact
- facts and figures where possible
- soft factors:
- students feel that they have improved their learning behavior and/or their subject-matter knowledge and/or their confidence in working independently etc.
- teacher observes the same
- feedback by relevant others that they have seen improvements
- a more trusting relationship between students and teachers