Event Date & Time
Event Description
This course will be online on Zoom. Click “Register Now” to sign up for the waitlist. If your application is successful and you are selected as a participant you will be contacted by email after the sign up closes with more details to attend the course.
At the end of the one-term course, you will be able to use concepts in evidence-based teaching to effectively teach a lesson in an undergraduate classroom, with emphasis on alignment of learning objectives, activities and assessment. UBC graduate students and postdocs from all disciplines are invited to participate.
Successful completion involves participation in 7 out of 8 classes including pre-work, teaching one 10 minute mini-lesson and writing a first draft of your teaching portfolio. Upon completion, you will be awarded CIRTL Associate status.
Max group size is 20. Registration opens on August 9 and closes on September 10, 2021 at 4 pm.
Course Schedule
Week 1: Introduction to Teaching
Learning Objectives:
- Formulate your individual teaching development goals
- Reflect on your teaching teaching philosophy
Week 2: How People Learn (Theories of Learning)
Learning Objectives:
- Relate theories of learning to your own experience.
- Contrast novice and experts approaches to learning
- Describe how students’ prior knowledge and metacognition influence learning
Pre-Reading:
- Bransford (2000) Learning: From Speculation to Science
- Ross (2006) The Expert Mind
- Dweck (2015) The Remarkable Reach of Growth Mindsets
Week 3: Designing Well Aligned Lessons
Learning Objectives:
- Formulate a learning objective for your STEM mini lesson
- Develop well aligned active learning and assessment techniques
- Give and receive meaningful feedback on any lesson plan
Week 4: Learning Objectives
Learning Objectives:
- Design realistic, achievable, measurable and student-centered learning objectives
- Analyze any learning objective with respect to Bloom’s Taxonomy.
Pre-Reading:
- Ambrose (2010) How Learning Works Appendix D
- O’Neill (2010) Biology Implementation of Blooming Tool
- Dunham (2015) Statistics Implementation of Blooming Tool
- Simon & Taylor (2009) What is the Value of Course-specific Goals?
- Krathwohl (2002) A Revision of Bloom’s Taxonomy
Week 5: Active Learning
Learning Objectives:
- Describe several common STEM active learning strategies
- Evaluate active learning strategies in light of theories of learning
Pre-Reading:
- Freeman (2014) Active Learning Increases Student Performance in Science, Engineering, and Mathematics
- Jones (2007) Reconsidering the Lecture
- Wieman (2014) Large Scale Comparison of Science Teaching Methods Sends Clear Message
- Hake (1998) Interactive engagement vs traditional lecture – a six-thousand student survey
Week 6: Assessment that Support Student Learning
Learning Objectives:
- Describe several assessment techniques and recognize their alignment with particular types of learning goals.
- Evaluate assessment techniques as learning/feedback opportunities
Pre-Reading:
- Key points from Gibbs and Simpson (CWSEI, 2015) Assessments that Support Student Learning
- Gilley and Clarkston (2014) Collaborative Testing: Evidence of Learning in a Controlled In-Class Study of Undergraduate Students
- WNCP (2006) Rethinking Classroom Assessment with Purpose in Mind; Section II
Week 7: Learning Through Diversity
Learning Objectives:
- Define diversity, equity and inclusion, and their implications for the classroom
- Implement strategies for creating equitable and inclusive classrooms
Pre-Reading:
- Kivel (2004) The Culture of Power
- Tanner (2013) 21 Teaching Strategies to Promote Inclusivity
- Winkelmes (2016) A Teaching Intervention that Increases Underserved College Student’s Success
Week 8: Teaching Portfolio
Learning Objectives:
- Refine your statement of teaching philosophy
- Identify at least one idea for each component of your teaching portfolio
- Define at least 1 next-step to preparing your teaching portfolio
Pre-Reading:
- Grundman (2006) Writing a Teaching Philosophy Statement
- Vanderbilt University Online Guide on Teaching Philosophy Statements
- White & Conrod (2016) pIs nothing sacred? Our personal teaching philosophies have been plagiarized
Instructors:
- Jackie Stewart, Associate Professor of Teaching, Department of Chemistry; Deputy Academic Director, CTLT
Venue: Online