EDC Training Schedule – Winter 2017
Training Outside of Carleton Central
The following types of training do not require registration in Carleton Central but should be kept in mind as they are often better suited for the development of particular skills. Individuals interested in participating in these forms of training should consult with their TA Mentor, their department, or the EDC.
1. Peer Feedback: After the reviewer and reviewee have completed the necessary steps and made arrangements, a peer attends an in-class teaching session to observe and provide feedback on areas of strength and areas for growth.
a. NOTE: anyone wishing to conduct an observation for Peer Feedback must first complete the 1-hour online workshop “Conducting Peer Feedback.” No credit for hours is given until both the online and live components have been completed.
b. Read the full description of this training option here.
2. Peer Mentor: New teaching assistants are matched with experienced teaching assistants to help advise them in their new roles, as well acclimatize them to the university. (Only available in participating departments; max. 3 hours of paid training credit per year.)
a. Read the full description of this training option here.
3. TA Articles: Teaching assistants research and submit a brief 1–2-page article on a teaching methodology from their faculty or department, or a piece of wisdom they wish to share with other teaching assistants at the university. Max. 2 per academic year.
a. NOTE: The final day to submit the first draft of aS TA Article is February 17th, 2017.
b. Read the full description of this training option here.
4. Microteaching: This inclusive environment format of training seeks to improve the teaching and presentation skills of teaching assistants and graduate students. Sessions are 3 hours long, max., and can accommodate 4 (min.) to 6 (max.) individuals.
a. NOTE: Before a live microteaching session, participants must first form a microteaching group, settle on a timeline for completion (include your host!), and then complete the online “Participating in a Microteach” session. No credit for hours is given until both the online and live components have been completed.
b. Live Sessions: Live microteaching sessions are scheduled on demand. If you are hoping to have the EDC host the session, be sure to contact well in advance. TAs are credited hours for the time it takes to run the live microteach. Usually, it takes approximately 30 minutes to go through the cycle with each participant.
c. Read the full description of this training option here.
5. Online Workshops: The EDC now offers both blended workshops (i.e., workshops that have an online and a face-to-face component) as well as fully online workshops. These tend to be 1.0-1.5 hours long, max.
a. Read the full description of this training option here.
Workshops
The following sessions are traditional workshops ranging in length from 1–2 hours that involve a limited amount of presentation and a variety of activities, including discussion, presentations, games, worksheets, and so on.
Registration: Teaching assistants register for these sessions in Carleton Central.
1. Creating an Inclusive Learning Environment (1.5 hrs)
Rosella Ingriselli, Educational Development Centre
Creating an accessible and inclusive learning environment for students is a very important part of a TAship. This session will focus mainly on the Accessibility for Ontarians with Disabilities Act (AODA)-Web Content Accessibility Guidelines (WCAG 2.0) and how these guidelines benefit the diverse student population. Improving your communication, slides, documents and physical environment to make them more inclusive are just some of the things you will learn.
Skills/Knowledge Developed: Examining and preventing barriers to learning, creating inclusive learning environments
EDC Credit?: Yes.
Restrictions/Limitations: All TAs, max. enrolment of 25
Scheduling:
● Monday, January 9th, 10-11:30am
● Location: 481 MacOdrum Library (‘The Learning Lab’)
2. Incorporating Activities in Discussion Groups (1.5 hrs)
Dr. Morgan Rooney, Educational Development Centre
After a while, even the most lively discussion group can become stagnant. At this point, it’s time to get creative! This workshop will demonstrate a number of different teaching techniques that can be customized to your discussion group, including small group activities, games, and worksheets.
Skills/Knowledge Developed: Managing a classroom, facilitating a discussion, incorporating and managing activities
EDC Credit?: Yes.
Restrictions/Limitations: All FASS & FPA TAs, max. enrolment of 20
Scheduling:
● Monday, January 9th, 1:30-3pm
● Location: 422 DT
3. Dealing with Emergencies in the Classroom (1.5 hrs)
Richard Sabourin, Department of University Safety
In this session, you will be provided with basic information on what to do in response to a variety of emergency situations that could occur in your classroom. You will receive some tips on how to be better prepared for a classroom emergency and what to do in the event of one, and you will have an opportunity to ask questions about any safety-related concerns you may have. In addition, information will also be provided on the various services and programs offered by the Department of University Safety.
Skills/Knowledge Developed: Managing a classroom
EDC Credit?: Yes.
Restrictions/Limitations: All TAs, max. enrolment of 25
Scheduling:
● Tuesday, January 10th, 10-11:30am
● Location: 422 DT
4. Developing a Framework for Teaching (1.5 hrs)
Dr. Anthony Marini, Educational Development Centre
This session presents participants with a framework to help design their presentations. The model assists the instructor in identifying key learning objectives, enhance student participation, and explore strategies for embedding assessment techniques in their presentations designed to inform both the instructor and the student as to the impact of the instruction. The benefits of the model to focus instruction and help instructors become more efficient in their teaching preparation will also be highlighted.
Skills/Knowledge Developed: Engaging students, planning lessons
EDC Credit?: Yes.
Restrictions/Limitations: All TAs, max. enrolment of 20
Scheduling:
● Tuesday, January 10th, 1-2:30pm
● Location: 481 MacOdrum Library (‘The Learning Lab’)
5. Facilitating Online Discussions (1.5 hrs)
Dr. Morgan Rooney, Educational Development Centre
Creating a safe, engaging, productive classroom environment is already a big challenge for live teaching, so how do you do it if you’re asked to teach in an online environment where online discussion forums are often your main point of contact with students? In this session, we’ll discuss strategies for facilitating online discussions and consider just how much overlap there is between best practices for live and online teaching.
Skills/Knowledge Developed: Engaging students, teaching online
EDC Credit?: Yes.
Restrictions/Limitations: All TAs, max. enrolment of 25
Scheduling:
● Wednesday, January 11th, 10-11:30am
● Location: 422 DT
6. Asking Effective Questions (1.5 hrs)
Dr. Eileen Harris, Educational Development Centre
Questions serve a variety of functions: checking levels of understanding (or misunderstanding); keeping students alert; engaging students in active participation in a lesson; and allowing students to express their thoughts and ideas. The way we ask questions impacts student learning. This workshop will explore how effective questioning techniques can lead to improvement in student learning. Specifically, the workshop will focus on lower and higher order questions (Bloom’s taxonomy), divergent and convergent questions and open-ended questions. Please bring materials from your course to use as the basis for planning questions that foster student understanding.
Skills/Knowledge Developed: Engaging students, facilitating a discussion, asking effective questions
EDC Credit?: Yes.
Restrictions/Limitations: All TAs, max. enrolment of 25
Scheduling:
● Thursday, January 12th, 10-11:30am
● Location: 422 DT
7. Preparing a Teaching Philosophy Statement (1.5 hrs)
Dr. Samah Sabra, Office of Quality Initiatives
Teaching philosophy statements are central elements of your teaching dossier andthe first introductionperspective employersmay have to yourteaching style.Theyplayimportant rolesin an academic’s career advancement, and most faculty will revisit and editthese statements throughout their careers.Writinga teaching philosophy offers an excellent opportunity to reflect on your pedagogical commitments and practices. This workshop will introduce you to this unique piece of academic writing and give you the opportunity to begin developing your teaching philosophy statement.
Skills/Knowledge Developed: Compiling a dossier, developing your professional portfolio
EDC Credit?: Yes.
Restrictions/Limitations: Continuing PhDs, max. enrolment of 20
Scheduling:
● Thursday, January 12th, 1-2:30pm
● Location: 422 DT
8. “Why”: A Question We Don’t Ask Enough (1 hr)
Claudia Buttera, Department of Biology
Although we are often fairly clear on what we are supposed to do, and how we are going to do it, ‘why’ is a question that carries a heavier load and a question we don’t ask nearly enough, both of ourselves and our students. This session is designed to draw out the importance of the ‘why’ we do what we do in order to more effectively target the ‘what’ and the ‘how’.
Skills/Knowledge Developed: Motivating students, reflecting on our teaching practice
EDC Credit?: Yes.
Restrictions/Limitations: All TAs, max. enrolment of 20
Scheduling:
● Thursday, January 12th, 3-4:30pm
● Location: 422 DT
9. In the Know and on the Go: Identifying Academic Support Services for Students (1.5 hrs)
Lakin Dagg, Centre for Student Academic Support
Feeling overwhelmed by the academic demands of your students? Know that you are not alone! This workshop will provide detailed information regarding the academic resources that are available to TAs at Carleton helping you to address the concerns and obstacles that many of your students face. Participants of this workshop will engage in an interactive overview of the academic support services that are offered through Student Academic and Career Development Services.
Skills/Knowledge Developed: Managing a classroom, institutional standards/procedures
EDC Credit: No.
Restrictions/Limitations: All TAs, max. enrolment of 25
Scheduling:
● Monday, January 16th, 10-11:30am
● Location: 422 DT
10. Motivating Students in Online and Blended Learning Environments (1 hr)
Maristela Petrovic-Dzerdz, Educational Development Centre
What do students report as main obstacles for success in online and blended learning environments? What can we do to improve student motivation in these new modes of learning? What is the role TA can play in this effort and how can it, in return, help TAs in their teaching assignments? In this interactive workshop, we will explore the basic motivational states and strategies for improving students’ level of confidence and satisfaction, which are the essential factors of success in learning.
Skills/Knowledge Developed: Engaging students, online teaching
EDC Credit?: Yes.
Restrictions/Limitations: All TAs, max. enrolment of 20
Scheduling:
● Monday, January 16th, 1-2pm
● Location: 422 DT
11. Developing a Framework for Teaching (1.5 hrs)
Dr. Anthony Marini, Educational Development Centre
This session presents participants with a framework to help design their presentations. The model assists the instructor in identifying key learning objectives, enhance student participation, and explore strategies for embedding assessment techniques in their presentations designed to inform both the instructor and the student as to the impact of the instruction. The benefits of the model to focus instruction and help instructors become more efficient in their teaching preparation will also be highlighted.
Skills/Knowledge Developed: Engaging students, planning lessons
EDC Credit?: Yes.
Restrictions/Limitations: All TAs, max. enrolment of 20
Scheduling:
● Tuesday, January 17th, 10-11:30am
● Location: 422 DT
12. Giving Effective Presentations: The Experience of Two Nerds (1.5 hrs)
Matt Sorley & Chris Motz, Department of Psychology
We all end up giving presentations, but these do not have to be bad nor do they have to cause us undue anxiety. This interactive workshop will examine good and bad presentation techniques in a variety of contexts, and will offer guidance for making this a rewarding experience for both theclass or audience as well as the presenter.
Skills/Knowledge Developed: Giving presentations
EDC Credit?: Yes.
Restrictions/Limitations: All TAs, max. enrolment of 20
Scheduling:
● Tuesday, January 17th, 1-2:30pm
● Location: 422 DT
13. Improving Your Teaching through Feedback (1.5 hrs)
Dr. Morgan Rooney, Educational Development Centre
Teacher-scholars recognize the fundamental importance of timely, constructive feedback in helping their students progress and in developing their own scholarship, and yet they often overlook taking advantage of feedback for improving their teaching. In this workshop, we will explore some common misperceptions toward student and peer feedback, its many tangible benefits for both students and teachers, and the various means you can use to solicit it.
Skills/Knowledge Developed: Managing a classroom, soliciting and incorporating feedback
EDC Credit?: Yes.
Restrictions/Limitations: All TAs, max. enrolment of 20
Scheduling:
● Wednesday, January 18th, 10-11:30am
● Location: 422 DT
14. Helping Students Ask Effective Questions (1.5 hrs)
Dr. Eileen Harris, Educational Development Centre
The ability to think is based on the capacity to ask and consider important questions. Therefore, in order to improve thinking skills, we need to develop the questioning abilities of students. This workshop will explore ways to help students develop the ability to ask deep, challenging, and meaningful questions. The focus of this workshop will be on strategies to help students ask important questions. The importance of questions for self-reflection will also be discussed. Please bring materials from your course to use as the basis for workshop activities.
Skills/Knowledge Developed: Fostering critical thinking
EDC Credit?: Yes.
Restrictions/Limitations: All TAs, max. enrolment of 25
Scheduling:
● Wednesday, January 18th, 1-2:30pm
● Location: 422 DT
15. Dealing with Emergencies in the Classroom (1.5 hrs)
Richard Sabourin, Department of University Safety
In this session, you will be provided with basic information on what to do in response to a variety of emergency situations that could occur in your classroom. You will receive some tips on how to be better prepared for a classroom emergency and what to do in the event of one, and you will have an opportunity to ask questions about any safety-related concerns you may have. In addition, information will also be provided on the various services and programs offered by the Department of University Safety.
Skills/Knowledge Developed: Managing a classroom
EDC Credit?: Yes.
Restrictions/Limitations: All TAs, max. enrolment of 25
Scheduling:
● Thursday, January 19th, 10-11:30am