Learning to Teach Series

The annual SKILLSETS Learning to Teach (LTT) event aims to equip you with the knowledge and tools to become better teachers and create successfully learning environments for your students. This year's theme is fostering student engagement in learning. The event is structured as a series of interactive and engaging workshops. LTT is particularly relevant to graduate students interested in lecturing or TAing at the university-level, but by participating you will also learn important facilitation, communication, and leadership skills for a career outside of academia.

Description

Date/Time

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Promoting Student Engagement

In this workshop, participants will learn about effective facilitation practices, including the creation and application of ground rules in the online and/or in-person classroom. Additionally, participants will explore strategies to encourage student engagement, as well as model active learning strategies to their classroom. At the end of this workshop, participants will be equipped to design and deliver interactive and engaging content in lecture, tutorial and lab settings.

Learning Outcomes:

  1. Promote ground rules
  2. Apply tools to engage students in group work in both in-person and online settings.
  3. Model teaching strategies that promote positive group dynamics
November 16
4:00-5:30
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Building Community in the Classroom

In this workshop, we will introduce the idea of community building in the virtual classroom and the impact it can have on students' remote learning experiences. Participants will explore a new understanding of the role of an instructor and how they might put into practice unique teaching strategies for fostering a community in the virtual classroom. This workshop is based on a collaborative initiative between the Faculty of Arts and Teaching and Learning Services, but it has been expanded to be applicable to those in all disciplines.

Learning Outcomes:
1. Understand how an instructor's choice of teaching and learning strategies influence the sense of community that students feel in the virtual classroom.
2. Apply practical strategies for community building to realistic online contexts.
3. Reflect on the importance of community as a principle.

November 18
10:00-11:30
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Active Learning Strategies

Do you find it a challenge to keep students engaged for an entire lecture? Want to increase active learning in your classroom? This session will discuss strategies to effectively select and apply active learning in the classroom and how to overcome challenges in implementing these activities. Selected active learning strategies will be used during the session.

Learning outcomes:
1. Understand what active learning entails and why it is important.
2. Learn how to effectively select learning strategies.
3. Experience a variety of active learning activities.
4. Discuss how to overcome challenges in implementing active learning activities.

November 19
2:00-3:30
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Course Design: How to Get Started

Are you a graduate student interested in designing your own course? Whether you are beginning your teaching journey, or you are working on a teaching portfolio for teaching as an academic after graduation, being able to design a course that promotes learning and higher-level thinking is a valuable skillset. Offered by Teaching and Learning Services (TLS) in collaboration with the Office of Science Education (OSE), this workshop introduces graduate students to the first steps of getting started with designing a learning-centered course.

Learning Outcomes:

  1. Identify learning-centered elements of a course.
  2. Define the concept of alignment
  3. Create a course description and student-centered learning outcomes.

November 23
3:30-5:30

November 24
1:00-3:00

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Giving Effective Feedback for Student Learning

Providing students with feedback can create powerful learning opportunities. As an instructor, how can you frame comments in a way that is constructive and helps promote further learning and motivation? In this session, we will explore both the importance of feedback and techniques for answering and asking questions in one-on-one and larger group settings. The learning objective includes understanding principles of effective feedback, such as: active, empathetic listening, strategic question asking, and the importance of context (e.g., student motivation, expectations, etc.).

Learning outcomes:
1. Understand feedback and its importance.
2. Reflect on individual and environmental differences.
3. Learn strategies to apply in sessions.

November 24
11:30-1:00
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Testimonials

What have Learning to Teach Day participants say about the conference?

"All of the speakers were knowledgeable and passionate about the topics they spoke about and it was clear that they put a lot of thought into the content of their presentations and what messages they wanted to convey."

"Teaching is learning. Be confindent with what you are saying. Ask questions!"

"Different strategies to motivate students, to keep them engaged in the process of learning and to determine how they can take more responsibility over their learning and their academic success.

"Presenters sharing their personal experience on overcoming difficulties associated with teaching"

"The importance of having a strategy to teach and of developing a constructive relationship with students that can be rewarding for both sides."

Resources

November 9, 2019

Active Learning [PDF] 

Building Community in the Classroom [PDF]

Classroom Management in the University Context [PDF]

Designing a Student-Centered Course Outline [PDF]

Designing and Delivering Effective Lectures [PDF]

Giving Effective Face-to-Face Feedback [PDF]

Keynote: Teaching and Learning: A Reciprocal Effort [PDF] 

Teaching in One's Second or Other Language [PDF] 

 

November 10, 2018

Accessibility in the Classroom [PDF]

Engaging Students Using Active Learning Strategies [PDF]

Building Community in the Classroom [PDF] 

Classroom Management in the University Context [PDF]

Designing a Student-Centered Course Outline [PDF] 

Giving Effective Face-to-Face Feedback [PDF]  

Grading in the Humanities and Social Sciences [PDF] 

Grading (and Feedback) in the Sciences [PDF] 

Improvisation & Fun: From Old School Teaching toCo-Creating Knowledge [PDF]

Teaching in One’s Second or Other Language [PDF]  

 

Learn to Teach Video Series

Matt Dobbs: What we teach in the classroom 

Matt Dobbs: Peer Evaluation through Video  

Matt Dobbs: Mentoring 

Matt Dobbs: Learning How to Learn 

Karl Moore: Different Approaches to Learning 

Karl Moore: Death of Classroom Hierarchy 

Karl Moore: Adapting to your Audience 

Karl Moore: Introverts and Leadership Part 1 

Karl Moore: Introverts and Leadership part 2 

Karl Moore: 5 ways of showing appreciation to people you work with Part 1 

Karl Moore: 5 ways of showing appreciation to people you work with Part 2 

 

 

As a McGill student, your participation in activities such as training workshops and volunteering are tracked on your Co-Curricular Record (CCR)! Having your co-curricular activities listed in one document can help you revise your CV or cover letter, prepare for interviews, and explore career options. Learn how to leverage this important document through myInvolvement, and make your training count!
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