Learn practical strategies for planning and running lab sessions as well as methods for creating a positive lab environment where students feel comfortable to participate and learn.
The Instructional Skills Workshop (ISW) is an intensive, collaborative, and experiential learning model that uses videotaped micro-teaching and peer feedback sessions to support the teaching reflection and growth of both new and experienced instructors. The ISW promotes participatory learning and community building and encourages examination of teaching practices with feedback focused on the learning process rather than on the specific content of the lesson. Each participant will receive a widely-recognized certificate of achievement upon successful completion of the ISW, which requires 24 contact hours, over three or four days.
Fundamentals Microteaching Sessions provide participants the opportunity to practice delivering a 10-minute lesson and receive constructive feedback in a supportive, low-risk environment. This session is held online in Zoom.
"The Land We Are: Artists and Writers Unsettle the Politics of Reconciliation" – Edited by: Gabrielle L’Hirondelle Hill and Sophie McCall (2015)
From the publisher: The Land We Are is a stunning collection of writing and art that interrogates the current era of reconciliation in Canada.
When instructors decide to innovate in their teaching, some students love it, but others can actively resist. Various learning-centred pedagogical approaches can elicit this negative response, be it use of a flipped classroom model, extensive use of groupwork, or unconventional assessment approaches like ungrading.
Members and affiliates of the XR Community of Practice will share about their experiences using and supporting XR educational initiatives.
Come hear short presentations from colleagues at the University of Waterloo who have conducted their own scholarship of teaching and learning (SoTL) research and the teaching and learning "problems" they tried to solve supported with LITE grant funding.
Are you facing challenges motivating your students to engage and think critically about your course content, come prepared to class, or actively participate in your online course? In this session we will explore the evidence-based practice of collaborative annotation to encourage students to engage with and think more deeply about your course content.