Study Guide

Objective

Having completed the course the student can distinguish between learning theories, learning methods and guidance styles. S/he can explain how different learning theories and learning styles influence the tutoring process. The student can analyze tutorial situations as planned and target-oriented interactional situations. S/he can use varied teaching methods and choose suitable methods for each tutoring situation. The student knows how to function as a tutor in different learning environments. The student can plan, execute and evaluate individual and group tutoring situations for customers and colleagues. Students are also able to recognize the different cultural backgrounds of the participants in the guidance situation and are able to act in the situation with respect to each person.

Content

- introduction to learning theories and teaching methods
- stages of guiding process
- various target groups
- co-operation between library and school
- planning, executing and evaluating individual and group tutoring situations

Materials

Vehviläinen, S. (2014). Ohjaustyön opas. Yhteistyössä kohti toimijuutta; Krokfors, L., Kangas, M. & Kopisto, K. (toimi.). (2014). Pelit, pelillisyys ja leikillisyys opetuksessa; Ojanen, S. (2009). Ohjauksesta oivallukseen. Ohjausteorian käsittelyä.

Evaluation scale

1-5

Assessment criteria, satisfactory (1)

The student has completed all the course tasks but hasn't always followed the instructions or timetables. The student can itemize briefly the elements of planning, implementation and evaluation of the teaching event. S/he can tell what kind of teaching and tutoring library work involves. The Student can tell about co-operation between library and school. The student can implement a small-scale teaching event in a group.

Assessment criteria, good (3)

The student has completed all the course tasks according to the instructions and timetables. The student can itemize and analyse the elements of planning, implementation and evaluation of a teaching event. S/he can organize different kinds of tutoring situations in libraries. The Student can tell about co-operation between library and school. As an active member of a group, the student can implement a teaching event that puts the theory of learning into practice.

Assessment criteria, excellent (5)

The student has completed all the course tasks according to the instructions and timetables. The student can itemize and comprehensively analyse the elements of planning, implementation and evaluation of a teaching event. S/he can propose and organize different kinds of tutoring situations in libraries. The Student can tell about co-operation between library and school. The student can implement, as an active and inspirational member of a group, a teaching event that puts the theory of learning into practice.