Meeting 1: Principles of instruction, research-based teaching

This meeting focuses on ten educational strategies described by Rosenshine (2010) based on the findings from research in cognitive sciences and educational sciences. These strategies can be used directly in workgroup education and help every teacher to prepare better and with more confidence in teaching.

Meeting 2: Classroom management

In this meeting the theme "classroom management" is central from the perspective of student-teacher interpersonal relationships and reciprocal perceptions. A number of important educational instruments - the taxonomy of Bloom (1956) and the rose of Leary (1957) - are discussed and with that the distinction between knowledge and insight.

Meeting 3: Constructive Alignment as a basis for activating forms of education

In this meeting ideas from learning about work forms that stimulate learning by the students themselves. Activating, small-scale education is one of the foundations of the UU’s BaMa 3.0 model. The teacher must be prevented from doing all the work, while the students do little. Based on the concept of constructive alignment, the participants look at what they would like their students to do / learn (or what they should learn according to the provided course manual) and how the course and assessment can be tailored to this. 

Meeting 4: Student-activating teaching in practice

This meeting is the continuation of meeting 3. The assignment of the previous meeting (design a meeting with activating forms of education in Constructive alignment) is central to the first part of the meeting. The second part demonstrates some more work forms and focuses on effective feedback and teaching styles.

Meeting 5: Blended Learning

This meeting makes a start on thinking about the concept of blended learning. Various tools are introduced that can be used in education. The participants are asked to think about the possible usefulness of this in their own classes.

Meeting 6: Diversity and the international classroom

The purpose of this meeting is to prepare teachers for the increasing diversity of classrooms at most universities worldwide, in particular in view of the increasing influx of foreign students at Dutch universities and colleges, but also with regard to background in terms of ethnicity, culture, gender, class, skills and education, as well as other types of diversity.

Meeting 7: Assessment

This meeting is about the purpose, form and quality of testing. Based on their own experience, participants are asked to think about how the assessment in their own education fits in with the learning objectives of the course and alternatives are suggested that increase the teacher's arsenal.

Meeting 8: Course design

Course design is the central theme of this meeting. During the meeting, participants will present a poster of a course they have set up themselves and they will participate in peer review of the