*Subject: Educational Psychology. Study level: Master’s 1st semester. Class size: Max. 40-50 students per lecturer.*

The Study Environment Survey 2008 at Aarhus University showed little well-being among the students. That set this project in motion. We wanted to examine whether facilitation could be used to promote well-being. Through various iterations of the project we have reached the model described below.

The activity consists of three hours of teaching in facilitation with two embedded exercises in which the students themselves facilitate a meeting in the study group. The three hours require that you have already established study groups. In our experience, between 8 and 10 is the optimum size for this type of study group, which are actually study groups and not project groups. In other words study groups where you help each other to read the syllabus and do not have to produce a joint product.

Following the teaching the students themselves are charged with the work in the study groups, which will be facilitated by each member in turn.

- Well-functioning study groups
- Better preparation for teaching
- Better interaction between the students
- Improved well-being.

- THEME: Lectures
- THEME: Teaching and digital media
- THEME: Exam
- THEME: Teaching evaluation
- THEME: Feedback
- THEME: Student teachers
- THEME: Internationalisation
- THEME: Activities between sessions
- THEME: Questions in sessions
- THEME: Teaching strategies of studying
- THEME: Entrepreneurship
- THEME: Supervision
- Tool: Exam: Assessment form
- Tool: Exam: Memory game for revision
- Tool: Idea Generation: Brainwalk
- Example of practice: Academic skills development
- Example of practice: Academic speed dating
- Example of practice: Academic quiz
- Example of practice: Academic weekend
- Example of practice: Analysis introduction
- Example of practice: Asking questions
- Example of practice: Balancing your expectations
- Example of practice: Brainwalk
- Example: Bridging cultural periods
- Example of practice: Capital of Culture on the curriculum
- Example of practice: Classroom Fieldwork
- Example of practice: Classroom activity with Prezi
- Example of practice: Collective supervision
- Example of practice: Conceptual speed dating
- Example of practice: Discussion practice
- Example of practice: Domino learning game
- Example of practice: Exercise in oral presentation
- Example of practice: Extracurricular student presentations
- Example of practice: Facilitating study groups
- Example of practice: FAQs for student teachers
- Example of practice: Feedback on web communication
- Example of practice: Feedback on written exercises
- Example of practice: Field work in rural districts
- Example of practice: Form for assessment and feedback
- Example of practice: Good advice from former student teachers
- Example of practice: Group feedback on individual papers
- Example of practice: Group supervision
- Example of practice: Guidelines for beginning your master's thesis
- Example of practice: Ideas for master's thesis
- Example of practice: Image Documentation and Frottage
- Example of practice: Interdisciplinarity in teaching
- Example of practice: Interpretation with hermenutic shock
- Example of practice: Language issues
- 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: Matching thesis writers with supervisors
- Example of practice: Material exercise
- Example of practice: Memory exercise
- Example of practice: Mentor instruction
- Example of practice: Multicultural group work
- Example of practice: Museum visit and learning strategies
- Example of practice: Neighbour discussion
- Example of practice: Online intercultural exchange
- Example of practice: Online portfolio exam
- Example of practice: Oral feedback on audio file
- Example of practice: Oxford debate
- Example of practice: Participatory academic communities
- Example of practice: Participation in Aarhus Food Festival
- Example of practice: Peer feedback with the Text Feedback Game
- Example of practice: Peer-to-peer feedback with Google Docs
- Example of practice: Permanent cross-disciplinary working groups
- Example of practice: Portfolio of tasks for Research Skills and Academic Methods
- Example of practice: Poster session
- Example of practice: Presence on the learning platform
- Example of practice: Presentation with response
- Example of practice: Project management of exams
- Example of practice: Questioning texts I
- Example of practice: Questioning texts II
- Example of practice: Reading and writing workshop for first-year students
- Example of practice: Relevant digressions
- Example of practice: Repetition sheet
- Example of practice: Research workshop with students
- Example of practice: Round table
- Example of practice: Search exercise
- Example of practice: Semester reflections
- Example of practice: Scheduled group assignments
- Example of practice: Situated Learning: Focus on Process Work in Teaching
- Example of practice: Student seminars
- Example of practice: Students as guest lecturers
- Example of practice: Students collaborating with Aarhus 2017
- Example of practice: Students collect research data
- Example of practice: Students contribute to web portal
- Example of practice: Student teachers in language courses
- Example of practice: Study group and feedback guidelines
- Example of practice: Supervision on combination exams
- Example of practice: Supervision on supervision
- Example of practice: Supervision seminar for lecturers
- Example of practice: Submission with audio or video file
- Example of practice: The art of asking questions
- Example of practice: Treasure hunt
- Example of practice: Warm-up and cool-down exercises
- Example of practice: Written exercise with peer assessment
- Example of practice: Working with student teachers
- Example of practice: Workshop with student teachers
- Example of practice: Video journals
- Courses: Takeaway Teaching
- Courses: Thesis preparation (Takeaway Teaching)