TA/GA ISW August 2016

Congratulations to the graduates of the TA/GA ISW for August 2016!

During the course of the Instructional Skills Workshop, the following ideas were generated during discussion:

Brainstorming Sessions

Effective Teaching:

  • Passionate
  • Knowledgeable
  • Interactive, participatory
  • Opening perspectives
  • About the students’ journey
  • Motivational
  • Approachable
  • Current, updated, relevant
  • Being prepared
  • Asking questions
  • Clarity, simplicity
  • Using different approaches or styles
  • Being versatile

Effective Feedback:

  • Be specific
  • Constructive
    • Respectful
    • Focus on the content, not the person
  • Be concrete
  • Be non-judgemental
  • Be mindful
  • Provide a rationale/reason
  • Have empathy

Strategies to engage students

How do you know students are engaged?

  • Class finishes and nobody leaves
  • Students make eye contact
  • Body language → Are they on Facebook? Their phones? Nodding off?
  • Are students asking questions? What kind of questions?
  • Attendance is decreasing

In large classes:

  • Gallery walk (in a small large class)
  • Votes/Survey
  • D2L discussions
  • “Answer the burning question”
  • One-minute writing activity

In small classes:

  • Discussions
  • Asking questions
  • Sharing knowledge
  • Critique on discussion
  • Seminars
  • Participation marks (incentive)

Through Reflection

  • 5-10 minute presentation
  • 15 minute discussion
  • Game/quiz/bonus points
  • Surveys – online or offline
  • Short interviews
  • Sharing feedback on Google Drive
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TA/GA ISW April 2016

Congratulations to the graduates of the TA/GA ISW for April 2016!

During the course of the ISW, the following ideas were generated during discussion:

Brainstorming Sessions

Effective Teaching:

  • Relevant and applicable to real life
  • Experiential
  • Current
  • Be prepared, passionate, enthusiastic
  • Set the correct level, assess where to start, make content accessible and clear
  • Good relationship between instructor and student
  • Comfortable, care about students
  • Creative, encourage and engage with technology
  • Active participation
  • Think about environment, seating
  • Personable and attentive to student wellbeing and expectations, success
  • Walk around classroom
  • Give breaks
  • Check in with students
  • Universal Design for Learning
  • Variety of evaluation methods

Effective Feedback:

  • Constructive
  • Applicable
  • Something to add, improve
  • Provide suggestions, ideas
  • Different types of feedback
  • Mention good/positive things
  • What to keep
  • Start with positive
  • Keep it professional
  • Clear, concise, effective, focused on teaching

Strategies to engage students

How do you know students are engaged?

  • Body language
  • Keep in mind individual differences
  • Alert
  • Eye contact
  • Questions – depth
  • Taking notes
  • Before-discussion board/during/after – office hours
  • Results of evaluation
  • Seeing students apply what they have learned

In large classes:

  • Real time/life examples
  • Experiential learning
  • Arrangement/sitting
  • Active learning
  • Classroom setting
  • Use of technology, various e.g. web
  • Feedback/evaluations
  • Group forming (larger plus smaller)
  • Keep variety
  • Seminars/workshops

In small classes:

  • Group and individual discussion
  • Inclusive seating arrangements e.g. circle
  • Think-pair-share
  • Flipped classroom
  • Get to know your students
  • Be available beyond the classroom

Through Reflection

  • Reflective essasys
  • Small group reflections
  • Online forum reflections
  • Responding to a tweet
  • Use of an art medium/picture/object
  • Agreeing/disagreeing with a comment/statement of current event
  • i-Clickers
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The Research Digest, April 2016, Issue 54

The Research Digest highlights new research in learning and teaching. This month, we are highlighting recent work on flexible learning. This issue was developed in conjunction with April’s issue of Best Practices on Flexible Learning. If you’re interested in learning more about this topic, or have any suggestions for us, please send an email to lto@ryerson.ca. To access past issues of the Research Digest, visit the LTO website.

New research on flexibility in the classroom:

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The Research Digest, March 2016, Issue 53

The Research Digest highlights new research in learning and teaching. This month, we are highlighting recent work on diversity and inclusion in the classroom. This issue was developed in conjunction with March’s issue of Best Practices on The Inclusive Classroom. If you’re interested in learning more about this topic, or have any suggestions for us, please send an email to lto@ryerson.ca. To access past issues of the Research Digest, visit the LTO website.

New research on diversity and inclusion in the classroom:

Continue reading

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