Throughout this course you will work both individually and cooperatively within a learning circle. To begin with you will familiarize yourself with the course objectives, content and evaluation criteria within your learning circle. On the basis of that you will, in cooperation with your peers, identify and assess your own teaching skills, defining your own developmental aims.

The study module includes Facilitating Learning in Practise. You will plan, implement, and assess a meaningful series of teaching activities. You can complete this individually or in combination with members of your learning circle. Although the members of the learning circle may have a different emphasis in their teaching sessions that are based on their personal study plan, the learning circle’s common developmental pedagogical focus must be shown throughout the series of teaching. The implementation of the series of teaching can be planned either individually or within your learning circle. Either way, it will be assessed.

In addition to planning and implementing the series of teaching, you will observe your peers’ teaching and participate in feedback discussions. You will get feedback from a supporting teacher, colleagues, peers, and your teacher educators of the Teacher Education College.

Throughout the course, you need to compile evidence in support of your self-assessment evaluation.

Figure 6. Facilitating Learning

Learning outcomes

Student has the willingness and skills to facilitate learning in a student-centred way and ethically sound manner way focusing on the desired learning goals. He/she is able to use technology in a pedagogically sound manner.  Student is able to to assess realistically his/her own skills as a facilitator of learning and develop his pedagogical skills with others.


  • Planning, implementing and evaluating a series of teaching
  • Expertise with one’s own professional field and its variation
  • Pedagogical approaches
  • Practices supporting individual-learning offered by educational organisations, such as an IEP, personalization, accessibility
  • Self-assessment of skills and knowledge

Assessment material

  • Your personal study plan and your learning circle’s implementation plan for the Facilitating Learning course
  • Your documents related to planning, implementing, and evaluating your series of teaching
  • Reflective summaries from, for example, peers, students, supervising teachers, colleagues and the feedback received from representatives of working life
  • Feedback you give to other teacher trainees
  • Self-assessment in accordance with the aims of the course
  • Your learning circle´s joint self-assessment in accordance with the aims of the course.

Assessment criteria

Based on the assessment material, these skills will be assessed: knowledge and understanding about working life and entrepreneurship, contextual skills, knowledge and understanding about learning, knowledge and understanding about the learner, teaching and facilitating learning and assessment skills, interaction skills, new technology skills, reflection skills.



Required skills

Knowledge and understanding about working life and entrepreneurship and Contextual skills

  • You are aware of the competence required in your own field, including entrepreneurial skills, and able to conceptualise it for the purpose of planning and implementing teaching-learning process
  • You are familiar with the curriculum and the criteria of qualifications in your own subject and can plan your own teaching in line with the objectives in those documents.

Knowledge and understanding about learning, Knowledge and understanding about learners and Teaching and facilitating learning and assessment skills,

  • You plan and facilitate learning processes based on the theoretical knowledge about learning and the features of professional growth
  • In teaching and facilitating learning situations, you take into consideration learners’   different circumstances, abilities and needs for learning.
  • You facilitate learning in such a way that it encourages activities that are focused on the   learning aims, and are student-centred.
  • You evaluate learning according to the principles of constructive assessment and you enable students’ self-assessment.

Interaction skills

  • You act ethically and create the conditions for a positive atmosphere and cooperation in facilitating learning situations

 New technology skills

  • You are able to use online resources in a meaningful and appropriate way in your own pedagogical practices.
  • You participate  actively in online collaboration creating possibilities for positive   interaction.

 Reflection skills

  •  You realistically assess your practices as a facilitator of learning and as a collaboration partner and set new objectives for the development of your expertise.

Assessment scale


Learning assignment

The Facilitating Learning course includes the following three assignments:

  1. Plan for implementing the Facilitating Learning course (2 ECTS)
  2. Facilitating Learning in Practise (9 ECTS)
  3. Self-assessment of the course (1 ECTS)


1.  Personal plan for implementing Facilitating Learning course (2 cr)

Your task is to identify your own knowledge and skills in relation to the aims and the assessment criteria of this course. After this your task is to set your own goals to this course: what are the skills and the knowledge you need to strenghten in order to achieve the aims of the course.

2. Facilitating Learning in Practise (9 ECTS)

You will prepare your own plan for your teaching, which you will implement as part of your studies. This implementation can also be achieved through teaching in cooperation with your learning circle peers. Your plan should detail the starting point of the series of teaching, its aims and its development focus. Additionally, it should show your pedagogical principles.

Your series of teaching and facilitating learning should correspond to that of 2-3 weeks or 3-5 ECTS. For example, it can be a course module or a separate course, which may include group teaching, individual counselling, work-based instruction, web-based counselling, etc.

Creating your implementation plan for your series of teaching and facilitating learning is tutored during seminar days. Your final plan should be submitted to your teacher educator and your peer-tutors using the Optima learning environment and to the supervising teacher at least one week before the agreed time of the planned series of teaching. You will be required to fulfil the role of peer-tutor to 2-4 of your fellow teacher-trainees.

Those involved:

  • Student/learning circle
  • Peer-tutor = another student studying in the teacher education programme
  • Teacher educator = your own tutor
  • Colleague = teaching colleague from the same organisation (for those in teaching positions)
  • Supporting teacher = a teacher within the organisation where you will conduct teaching practice (for those NOT in teaching positions)

Documents relating to planning, implementation and assessment of teaching.

3. Self-assessment of the course (1 cr)

Your self-assessment focuses on your planning and implementation of the Teaching and Facilitating Learning course. You should reflect on the materials you have produced in relation to the aims you had set for yourself. What has been meaningful? Also you should reflect on your skills and knowledge in relation to the assessment criteria: in which way and on what grounds did your process and your results reflect the criteria.


Literature and other references

  • Atherton, J.S. 2009. Learning and Teaching; About the site  [On-line] UK.
  • Armitage, A et al. 2003. Teaching and training in post-compulsory education 2nd eds. Buckingham: Open University Press
  • Kansanen, P. et al. 2000. Teachers’ pedagogical Thinking. Theoretical Landscapes, Practical Challenges. Peter Lang: New York
  • Lefrancois, G. 1997. Psychology for teaching. Waldsworth . Belmont. CA.
  • Rogers, J. 2004. Adults Learning. Open University Press.
  • Schunk, D.H. 2000. Learning Theories. An educational perspective. Upper Saddle River, NJ: Merrill, an imprint of Prentice Hall.