TeachEUR
Support
Here you will find the answers to the most frequently asked questions about TeachEUR.
General
The primary focus of TeachEUR is on serving the leading and innovative educators, ranging from teaching assistants to professors, who are actively seeking ways to further develop their teaching and expertise, deepen their knowledge, and/or find inspiration in designing and delivering their courses. Initially, we target educators within EUR, but the website is also accessible to individuals outside our university who are interested in what TeachEUR has to offer.
Secondly, with TeachEUR, we also aim to reach support staff, course coordinators, and Learning & Innovation teams. While they have fewer direct teaching responsibilities, they can still influence course design and the educators who provide and deliver instruction. Our goal is to primarily supply this group with information about what TeachEUR has to offer and to maintain an ongoing dialogue to ensure that TeachEUR remains as relevant as possible for the various stakeholders within the faculties.
TeachEUR provides teaching activities designed to easily promote active learning, collaboration, and interaction during contact moments between students and educators. All teaching activities on TeachEUR are either created by or aligned with educational experts from Risbo to ensure quality and positively impact students' learning outcomes and experiences. Feedback, ideas, new activities or tips for new tools are always welcome.
To select teaching activities, use the filters or search bar above the teaching activities on the homepage. The following filters are available:
- Activity goal: What do you want to achieve with the students?
- When: Are you looking for an activity to prepare for, during or after your seminar or lecture?
- Duration: Indication of the approximate time it will take to complete the activity.
- Where: Will you be using the activity in a room on campus, online or simultaneously on campus and online (hybrid)?
- Group size: Is the group small (max 10 students), medium (max 50 students) or large (more than 50 students)?
Below you will find more explanation about the didactic goals (based on Bloom's taxonomy).
For effective learning, new material must connect to what students already know. Activating prior knowledge helps refresh existing knowledge structures and link them to new information, increasing engagement and making it easier to understand and retain new concepts.
When students see that the material builds on their prior knowledge, it boosts their motivation and active participation. For teachers, activating prior knowledge provides valuable insights into the students’ level of understanding, allowing them to address misconceptions or knowledge gaps early on.
Prior knowledge can be activated through asking students questions, letting them make mind maps, or discussing familiar situations with statements. A short quiz or poll is also an interactive way to quickly assess students' existing knowledge.
By consciously taking time to activate prior knowledge, students are better prepared for new material, ensuring a solid foundation for further learning.
During group sessions, it is essential to gain isights into student their progress and understanding. An effective assessment provides concrete feedback to help students refine their learning strategies and encourages a more active and reflective learning process. By incorporating assessment in an accessible and interactive way, teachers can not only assess students’ current knowledge but also actively support their learning journey. Assessments can be either formative (to support learning) or summative (to evaluate final achievement).
Different methods include short quizzes, peer feedback, observations, or student presentations about their insights. Peer evaluation helps students not only understand their own learning process better but also critically assess others’ approaches. Interactive methods like discussions, case analyses, or group assignments provide teachers with valuable insights into how students apply knowledge and where additional support is needed.
Brainstorming stimulates creativity, collaboration, and critical thinking. In an open and safe setting, students can generate ideas freely without immediate judgment. This process can lead to innovative solutions and insights that might not emerge otherwise.
Students can brainstorm individually or in groups using different techniques. A classic brainstorming session encourages spontaneous idea generation without criticism, while techniques like brainwriting offers structured ways to develop ideas further. Visual tools such as mind maps help establish connections between ideas and make insights more tangible.
Brainstorming is particularly effective at the start of projects, for analyzing complex problems, or exploring new perspectives. It not only enhances creative thinking but also improves teamwork skills.
Knowledge exchange is a crucial part of the learning process. Actively sharing information and insights deepens students' understanding and encourages them to critically reflect on their own knowledge and thought patterns. Learning becomes a dynamic interaction in which students strengthen each other.
An effective way to promote this is by having students teach one another. Student-designed classes, where students explain concepts in their own creative ways, help them understand the material more deeply while improving their communication skills. Group discussions, expert groups, and cooperative learning methods also challenge students to structure and apply their knowledge.
Good knowledge exchange does not only foster deep learning, but also social interaction and collaboration. It contributes to an engaged learning attitude that prepares students for real-world scenarios where teamwork and knowledge sharing are essential skills.
A safe and positive learning environment starts with a good introduction. When students feel comfortable in a group, they participate more actively in discussions and collaborations, which enhances the learning process.
Introductions can take various forms, depending on the group dynamic and learning objectives. Short icebreakers help establish initial connections and ease tension, while activities where students share their learning goals, interests, or backgrounds create stronger bonds. By discussing common interests or personal viewpoints for example, an atmosphere of trust and openness will quickly grow.
A well-organized introduction promotes teamwork and open communication, helping students feel comfortable asking questions, sharing ideas, and supporting one another.
Developing skills requires more than just theoretical knowledge; it involves repetition, application, and active student engagement. By practicing skills in a meaningful context, students can strengthen their competencies and be better prepared.
In an educational setting, this can be achieved in different ways. Role-playing allows students to simulate real-world situations in a safe environment and receive immediate feedback. Practical assignments, where students work independently or in small groups, help them apply and refine their skills effectively.
By practicing regularly and approaching situations from different angles, students' will build more confidence and flexibility in their skills. Reflecting on their approach and its impact encourages them to learn more conscious and improve themselves continuously. A hands-on approach not only makes learning more effective, but also more relevant and motivating.
A well-structured conclusion to a lesson or learning activity is essential to ensure that students retain key insights and give meaning to what they have learned. By actively summarizing, core concepts are reinforced, and connections between different parts of the material become clearer.
Lessons can be effectively concluded in various ways. Students can write a brief reflection, complete an exit ticket, or share key takeaways in a group discussion. Visual methods such as creating a mind map or concept cartoon help structure complex information and improve retention.
A carefully planned conclusion enhances understanding and prepares students for the next lesson or assignment. Actively involving students in summarizing strengthens their learning process and prevents information from being superficially processed and quickly forgotten.
Reflection is an essential part of effective learning. By consciously considering their development and learning experiences, students gain more control over their learning process. This helps them not only understand the material better but also strengthen their critical thinking skills.
Reflection can be encouraged in various ways. Individual reflection reports allow students to analyze their experiences and connect theory to practice. Group discussions provide opportunities to share insights and learn from different perspectives, often leading to new awareness. Interactive methods, such as a reflection bingo or visual reflection activities, also make the process more engaging and accessible.
By making reflection a regular part of education, students are encouraged not just to acquire knowledge but also to grow as independent and critical thinkers.
Exploration
We offer a deepdive in theoretical insights on various themes in collaboration with CLI Fellows. They hold a senior position as EUR lecturers and/or take a leading role within their faculty in the field of educational innovation and/or educational research. CLI Fellows develop an innovative project and combine it with research on the implementation and/or the impact of the innovation on education. Together, we have translated this into practical tips and tools, teaching activities and learning materials to implement these themes in educational practice.
MicroLabs are short, blended how-to modules about specific educational issues lasting two to four hours. Each MicroLab has a clear goal and a clear result. After an preparation (and qualification) in Canvas you will have a live session MicroLab. In this MicroLab session you start working on your own education material. This means that after the MicroLab, you will have a concrete result for your own education. As an EUR teacher, you can participate for free.
Support
Do you have a content-related question about one of the teaching activities or themes of TeachEUR? Or are you looking for support in adding more interactivity to your education? Then please contact our educational consultants and the Learning & Innovation team of your faculty by filling in the form below. You will be contacted within three working days to schedule an appointment to see how we can best help you.