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For information on TATP EVENTS please visit the TATP website.
SYMPOSIUM EXPRESS: INTRODUCING ‘LEARNING HOW TO LEARN’ PRINCIPLES: CONCEPTS AND IMPACT ON THE STUDENT EXPERIENCE
Facilitator: Tanya Kirsch, Assistant Professor, Teaching Stream, Management, UTM
Symposium Express workshops feature facilitators from the 10th Annual Teaching & Learning Symposium. This series spotlights sessions run at the Symposium, allowing our community to attend and engage with sessions they may have missed on the day.
In combining learning science with pedagogy, a number of “Learning How to Learn” concepts from a Coursera “Massive Open Online Course” (MOOC) were introduced into the pedagogy of a third year Finance course with the aim of enhancing student learning both inside and outside the classroom. This practical session shares and discusses the ideas, tools and techniques of “Learning How to Learn” and highlights its impact on the student learning experience. The session is relevant to a variety of disciplines as the tools are generic, and not specific to the Finance course where they were introduced. The tools were used in a class size of 65 students, but can be applied equally to both small and large class formats.
In this workshop participants will:
- be introduced to a number of tools that were shared in the classroom through video clips, readings and worksheets. In particular, the following learning tools will be reviewed: The Pomodoro Technique, The 30-Second Summary; The importance of retrieval in learning; Chunking; Interleaving; Practice makes Permanent; The importance of Exercise in Learning and The Importance of Sleep in Learning
- gain insights into the impact on the student learning experience through an overview of the feedback from student evaluations of these tools
The session will actively engage participants through:
- Review and discussion of concepts presented
- Application of some of the concepts during the session (e.g., The Pomodoro technique; The 30-second summary)
- Discussion of why students responded so positively to the “Learning How to Learn” tools?
- Discussion of other ways MOOC’s could be used to add to the traditional classroom environment
September 26, 2017
Robarts Library, 4th floor
DEMONSTRATING AND CAPTURING TEACHING SUCCESS
October 2, 2017
As part of the Demystifying the Dossier Series, this workshop serves as a pre-‘teaching dossier’ workshop, and is the companion to the Working with Your Course Evaluations session (registration open Fall 2017) and Preparing Your Teaching Dossier session (registration open early 2018). Faculty are welcome to attend one or multiple workshops in the series.
Facilitators: Megan Burnett, Associate Director, CTSI and Marie Vander Kloet, Assistant Director, TATP/CTSI
At the University of Toronto, a teaching dossier must be submitted as part of the formal review process for tenure and continuing status. Beyond the information included in an academic CV, a teaching dossier describes and documents an instructor’s teaching expertise and goals and priorities for teaching and learning. It also highlights personal contributions to course and curriculum design efforts in a department or program, evidence of student impact, and evidence of teaching leadership. Given the range of evidence that is possible, and the importance of the narrative that surrounds this evidence, the dossier can be challenging to produce if insufficient time or attention is allotted to the tracking of teaching achievements and the collection of supporting documentation. To build the best case around one’s teaching, a faculty member needs a strategy for identifying and collecting the best possible evidence. This workshop aims to help clarify such a strategy and shed light on the iterative and critically reflective processes needed to gather optimal material for the dossier.
This session offers practical tips on how to produce, document, collect and reflect on the materials necessary for the compilation of an effective teaching dossier, including course evaluation data, teaching support materials, and evidence of professional development and educational leadership. This workshop will not focus on how to draft the actual dossier, rather, we will examine strategies for ensuring that you are ready to prepare a dossier when the time comes.
FIND THE RIGHT BLEND: FLIPPED AND HYBRID CLASSROOMS
Facilitators: Laurie Harrison, Director, Online Learning Strategies; Will Heikoop, Online Learning Coordinator; Mike Kasprzak, Faculty Liaison, Teaching, Learning & Technology
Flipped? Hybrid? Not sure? The melding of the face-to-face and online environments offers a unique set of opportunities and challenges in the course design process. Charting a course blueprint will prove useful to instructors who are re-designing, building and delivering courses with substantial digital components. This workshop will offer an opportunity to design your course according to a flipped or hybrid classroom model, and includes:
- Review and critique examples of how others are using online strategies in these models
- Apply a design process for flipped or hybrid teaching and learning
- Identify the relevant tools and strategies to create engaging digital content and activities
- Draft a flipped or hybrid classroom lesson plan, to connect in-class and out-of-class elements
- Explore funding opportunities for online course component development
Join us and learn how to get just the right blend for your course.
October 16, 2017
CTSI, Blackburn Room
Robarts Library, 4th Floor