*Course type: Linguistics. Course: Student teacher sessions in Understanding Linguistics. Study level: BA. Size of class: 10-25. *

Short exercises can create a red thread in the teaching and motivate the students, encouraging them to ask questions and talk about the things they have learned. This activity describes exercises that can be used at the start and end of lessons.

I use these exercises to start a lesson by getting the students to focus on the material, putting them in the right frame of mind. The exercises only take 5-7 minutes.

Ask the students to write down five questions about the text of the day. Answer the questions in class so any uncertainty can be eliminated straightaway. You can also wait and use the last couple of minutes of the lesson to answer any questions which were not answered during the lesson.

Ask the students to discuss their answers/preparation for the class with the person sitting next to them, including discussing any difficulties they encountered when performing this task. This gives them the confidence to answer questions in class and reveals whether anything is unclear immediately. Conclude the exercise by asking whether this discussion resulted in any questions.

Ask open-ended questions about the topic or text of the day. Ask the students to start with three minutes of individual writing followed by five minutes of discussion in pairs. Finally, a few points can be presented in class.

These exercises can be used to conclude a lesson, for example by summing up the main points of the day, asking questions or asking the students to reflect on what they have learned.

Give the students a couple of minutes to answer the following questions:

- What have I learned today?
- What is still unclear to me?

Then summarise briefly in class, writing the main points of the day on the blackboard and answering or resolving any uncertainties. This can also be done in the next lesson as a warm-up exercise (this will remind the students of the context and what they learned in the previous lesson).

Give the students a few minutes to write down the three main points of the day.

Ask the students to write down three questions about the material for today’s lesson. Then the students swap questions with the person sitting next to them, who answers them in writing.

- 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
- Example of practice: Student teachers in language courses
- 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: 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