Objectives and competences
The objective of the learning unit is to acquire additional knowledge in the fields of:
• key learning factors,
• ongoing study strategies,
• active learning strategies for ongoing study,
• the concept of student-centred teaching,
• familiarity with pedagogical approaches focused on the student (flipped learning, problem-based learning, project-based learning),
• understanding topics from the field of pedagogical communication,
• basics of public speaking.
The student tutor will acquire the following competencies:
• critical thinking and analytical skills,
• pedagogical competences,
• communication skills,
• rhetorical and presentation skills,
• transferring theory into practice,
• adaptability and flexibility,
• the ability to self-reflect,
• critical interpretation of the study experience,
• transfer of knowledge and skills to others.
Content (Syllabus outline)
• Selected concepts from the field of didactics (didactic principles, learning factors, established and modern teaching methods).
• The importance of ongoing study.
• Problem solving skills and learning to learn for tutors.
• Tutor competences.
Learning and teaching methods
• Thematic lessons and practical exercises in the learning e-environment,
• discussion meetings,
• practical tutorial work.
Intended learning outcomes - knowledge and understanding
Student:
• evaluates the use of different learning strategies,
• explain the principles of selected student-centred pedagogical approaches,
• lists teaching methods for successful ongoing study,
• knows the techniques of successful management of group dynamics (management of a group of students),
• didactically plans the methodology for carrying out the tutor meeting,
• connects theoretical knowledge from the field of didactics with hypothetical practical situations,
• explain the basic concepts of pedagogical communication,
• test strategies to improve pedagogical communication,
• explain how rhetorical principles are used,
• use rhetorical techniques in creating a persuasive presentation for use in tutoring practice.
Readings
1. Blažič, M. (1991). Izbrana poglavja iz didaktike. Novo mesto: Pedagoška obzorja. ISBN 86-81379-06-2. [COBISS.SI-ID 21659136] https://plus.cobiss.net/cobiss/si/sl/bib/pefmb/21659136
2. Ivanuš Grmek, M., & Javornik Krečič, M. (2011). Osnove didaktike. Maribor: Pedagoška fakulteta. [COBISS.SI-ID 67509761] https://plus.cobiss.net/cobiss/si/sl/bib/pefmb/67509761
3. Bokal, D., Klemenčič, E., Repnik, R. (2022). Priročnik primerov pedagoške prakse poučevanja in učenja na univerzitetnem nivoju z osredotočenostjo na naravoslovno-matematična področja [elektronski vir]. Maribor: Univerza v Mariboru, Univerzitetna založba. [COBISS.SI-ID 106528259] https://plus.cobiss.net/cobiss/si/sl/bib/pefmb/106528259
4. Vršnik Perše, T., Valenčič Zuljan, M. (ur.). (2021). Učenje in poučevanje v visokem šolstvu [elektronski vir]: spoznanja in izzivi. Maribor: Univerza v Mariboru, Univerzitetna založba. [COBISS.SI-ID 64145667] https://plus.cobiss.net/cobiss/si/sl/bib/pefmb/64145667
Dodatna literatura / Additional readings:
1. Valenčič Zuljan, M., Kalin, J. (2024). Učne metode in razvoj učiteljeve metodične kompetence (2. izd.). Ljubljana: Pedagoška fakulteta. [COBISS.SI-ID 201354243]
2. Dembo, M. H., Seli, H. (2016). Motivation and learning strategies for college success: A focus on self-regulated learning (5th ed.). New York: Routledge. [COBISS.SI-ID 513674882]
3. Zakon o visokem šolstvu/Higher Education Act. https://zakonodaja.com/zakon/zvis
4. Statut Univerze v Mariboru/Statute of the University of Maribor. https://www.um.si/dokument/predpisi-univerze-v-mariboru/
5. Navodila o izvajanju tutorskega sistema na Univerzi v Mariboru/Guidelines for the Implementation of the Tutoring System at the University of Maribor. https://www.pf.um.si/studij/tutorstvo/navodila-o-izvajanju-tutorskega-sistema-na-univerzi-v-mariboru/
6. Predpisi s področja izobraževanja in študija / Regulations in the Field of Education and Study. https://www.um.si/dokument/predpisi-univerze-v-mariboru/
Prerequisits
There are no specific prerequisits.
KOOD is intended for students who perform tutoring activities.
