Learning objectives
Concerns the competencies (knowledge, skills, attitudes) that students are expected to achieve during the module: technically or related to other subjects, socially, and personally. Also, refer to the regulations for the subjects.
- What objectives and core content should be addressed (knowledge, skills, attitudes)?
- Which subjects should be included?
- How does the module make sense for a given target group?
- How can existing modules be adapted to the objectives and target group?
The students´ coinfluence
Students can advantageously be involved in the planning of the module and during the process. For example, by choosing a theme, case, location, target group, role, etc.
- How can students actively participate in the planning of the teaching? Can they be involved in structuring the lessons, such as mini-breaks or the sequence of working with the content?
- Can students contribute issues they want to investigate? Can they, for example, choose themes for project work? How to incorporate students’ interests and daily lives?
- Do students have suggestions to work with certain technologies?
- Can students incorporate aspects from other subjects they have in their education?
- Should students be involved in forming groups – or not?
Content, Activities, and Framework
Concerns the module’s subjects and content, with activities such as presentations, investigations, independent studies, competitions, etc. Frameworks such as location, physical set-up, and equipment.
- What presentations, assignments, and activities can introduce the module? How do you guide students’ thoughts to focus on what they will work on now? Can external inspiration be drawn, for example, an expert demonstrating or explaining a technological solution?
- Does the school have suitable physical settings to carry out the project? Or does the project, for example, require the use of a workshop or laboratory, virtual aids, or special computers/3D printers, etc.?
- What do the framework conditions allow, and what technologies are available relative to the number of students?
- Can you complete your teaching within the given time and budget, or do you need to ask for additional resources?
Students´ Learning Products
Concerns students’ submissions, possibly with requirements and specifications. For example, codes, prototypes, given solutions, presentations, posters, flowcharts, etc.
- What are the students asked to produce: e.g., a programmed game, a poster, a video tutorial for other students, a video demonstrating what a robot prototype can do and how it works, a process report, a presentation?
- What specifications should students potentially receive? For example, scope, technical quality, comprehensibility, valid references, etc.
Pedagogical Methods, Playground Methods
Concerns promoting students´ motivation, reflection, creativity, team building, etc. Targeted use of group work, individual performance, peer learning, etc.
- What pedagogical approach do you have toward your students?
- How do you work with differentiated teaching, including gender, learning preferences, educational levels?
- In what way should students collaborate? How does group formation take place (e.g., group roles, gender distribution, academic levels)?
- Do you use play and games for team building and/or to illustrate the content of the subjects?
Evaluations
Who evaluates what and how: Students’ learning processes and products, the module as a whole, target group satisfaction, etc.
- How do you conduct assessments of students’ learning results?
- How do you evaluate students’ learning processes? How do you give students feedback on their work?
- How do you organize and support students’ self-evaluations and peer evaluations?
- How do teachers evaluate each other?
- Do you evaluate at parent meetings?
- Summarize: What went well, what can be improved?
