Subject: Prehistoric Archaeology. Course: Prehistoric Culture II. Study level: 1st to 4th semester. Class size: unlimited (the individual exercises will be carried out in groups of 2-4 persons).

The academic regulations require an understanding of the archaeological depictions as 'interpretations'. We can most easily establish the understanding of material culture as something that must be 'read' by allowing the students themselves to begin toying with the idea. The exercise gives the students an opportunity for practical training.

The students should be able to:

- explain important cultural characteristics and their process of change in prehistoric southern Scandinavia
- demonstrate insight into fundamental archaeological concepts
- understand the archaeological depictions as interpretations
- demonstrate knowledge of significant finds and their relevance for the interpretation of prehistoric societies.

The idea and objective of the exercises is to communicate some of the course's key learning objectives:

- insight into the fundamental archaeological concepts
- understanding of the archaeological depictions as interpretations.

- involve the students in the lessons through short presentations of specific finds, excavation findings and issues
- teach the students the correct way to handle finds
- create an understanding of the study of literature as a basis for the interpretation of archaeological material
- give the students an opportunity for practical work with primary and authentic source material (instead of the predominant theoretical learning) and thus also meet their expectation of what archaeology is all about.

I have typically made five or six of these boxes with different contents for a class. An exercise for a group of two to four students consists of the following elements:

- a cover letter with the exercise text
- a box with three to six original finds packed in bags or small boxes
- a pair of gloves for each student.

The box for the detector finds exercise contains:

- an Abbasid coin
- a piece of a counterweight
- a piece of melted lead
- a piece of melted bronze
- a fragment of a fibula from the Viking Age with animal ornamentation.

- The students are given the material (cover letter, box with finds, gloves), without any additional comments. The box should preferably contain ordinary finds which the students actually have a chance of handling during an excavation, and the whole time students must remember to use gloves and handle the finds in the correct way.
- The students have the opportunity to work with the finds and solve the assignment in a processing room or at home for at least one day. This works best when working at home, but this is a little risky as we are talking about original finds.
- The students present their finds to the other students and display their finds (both photos and the originals) in the class.
- The group presenting, the remainder of the class and the teacher enter into a dialogue on the results.

- The find complexes and conditions are pure constructions that are inspired by actual excavation finds, and the finds do not belong together (this does not mean anything in this context)
- The finds must be kept 'neutral', i.e. they may not contribute further information. It must be a game for the students!
- The very rigid framework with questions which the students are asked to answer is intentional. Presentations at this stage of the degree programme require that the students receive guidance in what they should be doing and that a clear template exists.

The students must solve the assignments alone and without the help of the lecturer. It must be a game! The literature selected does not need to give them the answer to all the questions that are asked. My experience is that this works well. They do not need any help at this stage.

- The students establish knowledge of important categories of finds and can also make use of the experience in the subsequent excavation training
- In addition to knowledge of important finds, the students gain insight into the study of topographic aspects from having to relate to the finds and the context of the landscape, and they gain insight into the use of secondary source categories such as e.g. place names.

The assignment of the role of curator helps some of the otherwise shy and passive students to come forward and make presentations for the whole class, which has a positive knock-on effect on the discussion climate in general. It is therefore a good idea to carry out the exercise at the beginning of the course.

- The exercise can be expanded and adapted, for instance to material from finds in other eras or geographical contexts.
- It is also possible to get the students to prepare short written contributions - write a fictitious find report for the museum archive or a SKALK article based on the scenario.

Crate with typical finds from settlement context and cover letter.

- THEME: Activities in sessions

- THEME: Activities in sessions
- THEME: Teaching and digital media
- THEME: Exam and forms of examination
- THEME: Teaching evaluation
- THEME: Feedback
- THEME: Student teachers
- THEME: Internationalisation
- THEME: Activities between sessions
- THEME: Questions in sessions
- THEME: Teaching strategies of studying
- THEME: Conducting research with students
- THEME: Supervision
- Example of practice: Academic skills development
- Example of practice: Academic speed dating
- Example of practice: Academic weekend
- Example of practice: Academic quiz
- Example of practice: Analysis introduction
- Example of practice: Asking questions in academia
- Example of practice: Bridging cultural periods, teachers or courses
- Example of practice: Classroom activity with Prezi as a collaboration tool
- Example of practice: Classroom fieldwork
- Example of practice: Collective supervision
- Example of practice: Conceptual speeddating
- Example of practice: Discussion practice
- Example of practice: Exercises in oral presentation
- Example of practice: Extracurricular student presentations
- Example of practice: European Capital of Culture on the curriculum
- Example of practice: Facilitating study groups
- Example of practice: Feedback on written exercises
- Example of practice: Feedback on web communication
- Example of practice: Fieldwork in rural districts
- Example of practice: Form for assessment and feedback
- Example of practice: Group feedback on individual papers
- Example of practice: Group supervision on individual projects
- Example of practice: Guidelines for beginning your master's thesis
- Example of practice: Handling language issues
- Example of practice: Ideas for master’s thesis at graduate intro
- Example of practice: Interdisciplinarity in teaching
- Example of practice: Interpretation with hermeneutic shock
- Example of practice: Language education with relevant digressions
- Example of practice: Learning diary
- Example of practice: Learning with blogging
- Example of practice: Lightning round evaluation
- Example of practice: Logbook course
- Example of practice: Looped feedback on student products
- Example of practice: Master´s thesis idea bank
- Example of practice: Master’s thesis supervision - Matching the writers and the supervisors
- Example of practice: Material exercises: Study of archaeological source material
- Example of practice: Memory exercise
- Example of practice: Mentor instruction
- Example of practice: Multicultural group work
- Example of practice: Neighbour discussion
- Example of practice: Online intercultural exchange
- Example of practice: Oral feedback on audio file
- Example of practice: Oxford Debate
- Example of practice: Participation in Aarhus Food Festival
- Example of practice: Participatory academic communities
- Example of practice: Peer feedback with the Text Feedback Game
- Example of practice: Peer-to-peer feedback with Google Docs
- Example of practice: Portfolio for research and academic methods
- Example of practice: Poster session
- Example of practice: Presentation with response
- Example of practice: Questioning texts I
- Example of practice: Questioning texts II
- Example of practice: Repetition sheet
- Example of practice: Research workshop with students
- Example of practice: Round Table
- Example of practice: Search exercise with student teachers
- Example of practice: Scheduled group assignments
- Example of practice: Semester reflections
- Example of practice: Student seminars about youtube
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- Example of practice: Students as guest lecturers
- Example of practice: Students collaborating with Aarhus 2017
- Example of practice: Students collect research data
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- Example of practice: Study group and feedback guidelines
- Example of practice: Submission with audio or video file
- Example of practice: Supervision on supervision
- Example of practice: Supervision seminar for lecturers
- Example of practice: The academic youtube video
- Example of practice: The art of asking questions
- Example of practice: Treasure hunt at the library
- Example of practice: Wiki for preparation and presentation
- Example of practice: Working with student teachers
- Example of practice: Written exercise with peer assessment