Wrapping up teaching and guiding, moving on to teaching practise module

This is not stand alone info. These are notes from half a day’s work. If you weren’t present during the day, please get it touch with your tutor if you are wondering how to wrap up the Teaching and guiding module and get started with Teaching practise.


Instruction and signing up for contact days in Oulu


On January 8th in Oulu we will wrap up the “Teaching and guiding” module.

You should have finished all the blog tasks related to the themes of the
“Teaching and guiding” module. Check out the tutoring session recording from Dec 20th here!

On the 8th the participants will present their “Personal path into themes of vocational pedagogy” by preparing a Pecha Kucha -presentation.

Read more about pecha kucha here.

You can also find plenty of examples via Youtube for example.

Here’s a template for power point file that has automatic slide changes every 20 seconds. You can download it, build the presentation and rehearse your own presentation.

On January 9th we will deal with teaching practise and networks.


Happy holidays and see you in 2018!

Remember the address: Kiviharjuntie 4 (the Louhi building). 2nd floor, classroom D2052. (The elevator is five meters to the left of the main entrance.)


End of 2017 and beginning of 2018

20th of December we have the last online session of 2017.

Please inform us if you have updated your blog regarding all the Teaching and guiding -module tasks!

If you already know you need more time, the next check point is January 8th when we have the contact day in Oulu.
At January 8th we will close the Teaching and guiding -module and reflect the practises that took place in the fall semester.

20.12. 2017

12.30 Tutoring / current issues
13.00 Digital badges
13.30 Presenting blogs (if there are more than three “up to date blogs”, then we will divide the group in separate rooms)

8.1. 2018

9:00-11:45 Pecha Kucha presentations + Wrapping up Teaching and guiding -module
12:30 Pecha Kucha presentations + Feedback, assessment and development
14:30 Pecha Kucha presentations + Competence in digital pedagogy

(Pecha Kucha instruction will be in the blog soon!)

9.1. 2018

9:00-11:45 Teaching practise start up seminar
12:30-14:00 Networks and entrepreneurship
14:30-16 Safety in school

Peer review of work so far

Activity on 31.10. deals with peer review, assessment of competence and feedback. If you cannot attend the session, we will pair you up someone else who was also missing from the session.


Assessment / Displaying competence / blogs

(As a teacher / peer reviewer)

-Learn to recognize and assess competence
-Giving feedback on learning tasks
-Scaling assessment

(As a student)

-Getting feedback and peer review
-Further developing the documentation and reflection of your learning process
-Showing your work, displaying your competence

Tasks for the reviewer

-Take some time to read the blog posts regarding the fall semester sessions so far PSP, Planning, Assessment, Implementation

-What to look for:

-Is the writer addressing all the four core questions of the session?
-Is the writer bringing up personal point of views and reflection based on his/her own background / experience / field?
-Is the writer linking his/her thoughts to scientific material and official documents?
-Is the writer linking his/her posts to vocational pedagogy and working life related learning?

-Is the writer reflecting his/her own activity, the team work by different teams and teaching methods used during the session?

How do the following issues influence the assessment of competence:

-Grammar and the style of writing
-Visual look of the blog
-The functionality of the web elements (are the links working, is the writer using images, links, videos, interactive elements…)

How could you help the writer to further develop the posts?
What kind of feedback could be helpful for the writer?

Extra challenge! IF you had to use 1-5 (novice to expert scale) to give numeric score as an assessment, what score would you give? Based on what findings? (Or maybe 0 if there isn’t enough proper material to do the assessment.)

How does ECVET, student and work force mobility affect vocational education?

You can deal with the core question number 3 – how does ECVET, student and work force mobility affect vocational education – on your own time.

1. Check out the video and the ECVET website

2. Answer the quiz. The goal is the get 5/5, so re-take the quiz and use the resources unless you don’t make it the first time. (While you are at it, extra points for those who look up what mastery means in pedagogical/learning framework!)

3. After you get 5/5 from the quiz, write a brief reflection on your blog and try to come up with “TOP 5 ways ECVET is affecting teaching and guiding in vocational education”.

Presentations on internationalism and multiculturalism

Alright! Time to make the best presentation ever!
(Or at least a very good one. Not just an okay one.)

But, what makes a good presentation? Do you need to be a good public speaker? Can you create and use interesting visuals? How can different visuals be used?
How do you control your time? What do you need to know about the tech and the presentation tools?

How can you deliver the core content and make sure your listeners get the “right” message? Can you influence or persuade your audience?

This is what you need to consider while making and presenting the material you have created. This is also good set of questions for giving feedback to others.

This time our 18.10. session consists of individual presentation tasks.

-The length of your presentation has to be 10-15 minutes.
-You can use the presentation tool of your choice. Remember to practise the functions of the tool beforehand. We will put some links in the end of this post.
-We want to see you and hear you during the presentation. No videos.

Presentation topics:

We combine two core questions (1. and 4.) for your presentation. We hope that you use your personal experiences and understanding as the background. Imagine yourself teaching students about the issue and using your own life as a case example.

The goal of your presentations is to address these two questions:

-How can a vocational teacher operate in an international network and promote student’s opportunities there?
-How can a vocational teacher consider multiculturalism in school settings?
We recommend you think about these when developing your presentation:

Once again, your job as a presentor (teacher) is not to answer these questions directly but to inspire and trigger listeners to deal with the questions.

Things to consider

-What is the 10/20/30 rule? How can you apply it here?
-How can one storify a presentation? What elements of storytelling or story structure you can apply in your presentation?
-What are some common methods of persuasion and argumentation? Which ones are you using?

If you find good resorces, why not help others and share your findings in our FB-page!


There were four students present. Below you can find links to the actual recording of the session plus the slideshow from Juha&Janne.

  • Link to the tutor presentation PPT (18.10.) here! (And here as a Google doc.) There was one additional blog task: Remember to write about your own possibilities/experiences of working/studying abroad (as a student and as a professional of your own field).
  • The link to the recording of the session is here.


Haiku Deck

Group dynamics and collaboration

Hello there!

Here’s a pre-task for core question 1. of the next online session dealing with “Implementation: teaching and guiding groups”.

First, check out this presentation regarding group communication and group dynamics:

It is pretty basic communication stuff for many study programs. You have probably bumped into the concept of groups in your study/work history. The viewpoint of those slides is not pedagogical – it’s just about the basic concepts that you should understand when considering teaching and guiding groups.

Second, the teaching method is “Snowball” and the first round of questions you will answer individually before the session. The rest of the task will be instructed during the online session.

Answer these questions on your own before Tuesday the 3rd of October.

Remember that you have also your own team tasks! (This is J&J’s task to everyone.)

PSP reflection task after finalizing self assessment and PSP

Hi there!

Almost everyone had missed this. It was possibly in an illogical place and like we discussed last session – many things that were mentioned and shown last June, were forgotten over summer. I guess we should still emphasize taking good old fashioned notes. And yes – as teachers – keep reminding. 🙂

Hopefully you check out all the pages in this site and follow the latest posts.

Let us know when you have addressed these questions in your blog!

Demonstrating competence

We ended up giving quite similar feedback for many students, so perhaps a short reminder is needed. In competence-based education the students can present their competence in many ways. Although, it certainly is a challenge, since this is not the most familiar study method for us who were in school during last 30 years. We were told what to do and we received high marks if we did the way we were told. (Usually copying verbatim what the teacher said…) Now there is more choice and possibly more room for creativity as well. But sure – we will give those traditional instructions as well – if needed.

(The videos have subtitles.)

The most common case is that people show prior competence by presenting existing documents. The challenge quite often is whether the actual competence can be assessed by given document. That is why quite often more than one method of demonstration is needed. The classic example is an old diploma which doesn’t necessarily describe the competence and the skill level of the student but only the content of the course. We can often only assume that person actually has the competence and therefore we have to ask for further practical demonstration, perhaps reflective writing or even interview to clarify some points.

Sometimes the documentation is from different context. For example our study program deals with issues of vocational pedagogy. If the vocational point of view is not obvious in the demonstration, the viewpoint must be expanded.

Competences can be shown by various demonstrations and documents such as:

-Showing continuous learning process in a blog and learning diary.
-Diplomas and certificates from previous education, degrees or work experience
-Statements and assessments of the student’s competences from an employer or another authority.
-Making a video of one’s teaching and activities.
-Sharing one’s personal learning environment with the teacher responsible for the study module.
-Interviews to evaluate and prove one’s competences compared to the intended learning outcomes.
-Student feedback and documenting the learning outcomes of one’s own students.
-Written self-evaluations, where the student compares his/her competences with the intended learning outcomes and reflects on his/her activities.
-Written tasks that correspond to the requirements of the study module.
-Tests and surveys to deeply evaluate one’s competences compared to the intended learning outcomes.
-Passing an exam that complies with the intended learning outcomes.
-Group discussions with representatives of the school and experts of the topic.
-A school visit by the teacher responsible for the study module to witness actual teaching or guiding of the student.
-Other tasks or demonstrations defined by the teacher responsible for the study module.

It is a worthwhile reminder that all of these methods of demostrating competence work just the same way if you are demonstrating prior/existing comepetence of studying and developing your comepetence. Developing competence is a continuing process and not something that happened years ago. Especially in the case of vocational teacher. There is always need for developing further.

Pre-task for 20.9. Regulations and principles of assessment

Alright, our next session deals with assessment and feedback.

The second core question for 20.9.2017 is:

“What are the regulations and principles that outline the methods and principles of assessment in vocational education and higher education?”

During the session you will work with your team, in your team’s own AC-room. You will be provided assessment related statements that you agree or disagree with. You must find different arguments for and/or against the statement from within your team. You will get the statements in the beginning of the session.

Before the session you need to familiarize yourself with the following material:

1. Everyone: Learn how to use Padlet. It is simple and very commonly used online tool for collaborating, documenting and publishing.

2. Everyone: You will find plenty of ethic principles of assessment online and in literature. Some schools publish their own principles but in general they are very similar. Check out for example these principles of assessment. Would you agree with them? Are they always true based on your experience?

3. Find information on regulations of assessment in a particular educational context. It will also be the context of your team activity during online session.

a) TeamIQ

Vocational Education

In Vocational Education, the student’s assessment is governed by the Act on Vocational Education (L630/1998, 787/2014) and the subsequent Amendment (A 811/1998, 799/2014) on vocational education and the provisions of the Finnish National Agency for Education on vocational qualifications (tutkintojen perusteet in Finnish).

Student evaluation will guide and encourage learning, develop the student’s prerequisites for self-assessment, build knowledge of the student’s skills, and ensure the achievement of the skills requirements and competence goals of the undergraduate or core curriculum.


Polytechnic (University of Applied Sciences)

Polytechnics decide on student assessment as part of their assessment policy

Act concerning Universities of Applied Sciences (14.11.2014 / 932, VN regulation of polytechnics 18.12.2014 / 1129) specifies carrying out assessment, assessment scales and their application, evaluation session, information on evaluation results and registration, grading and correction of evaluation

c) JELS2017

Academic University

Universities are rather autonomous (at least for now), see Universities act 558/2009 in English.

See section 26 of the Act . What specific areas does the university (” Multi-member administrative body of a foundation university “) decide?


See section 44. What is the student’s right in relation to assessment?

(As usual, some material, such as teaching methods to use in here!)