Please Note: While you must register for TD Day, the concurrent sessions are being run Conference-Style in that there is no pre-registration for specific concurrent sessions. Sessions will be available on a first-come first-serve basis.
Click on the icons located to the left of each session for theme descriptions.
Implementing Effective Peer Assessment
Klodiana Kolomitro, Centre for Teaching and Learning
Room D214, Mackintosh-Corry Hall
Peer assessment has been identified as a powerful approach in helping students develop communication skills, critical thinking, and engage in self-directed learning (Dochy, Segers, & Sluijsmans, 1999; Falchikov, 2005; Topping, 1998). In this session you will have the opportunity to explore the nature of peer assessment and consider strategies on how to successfully implement it in your classrooms.
Positive Classroom Management Strategies: Practical Tips & Techniques
Bill Newstead, Chemistry
Room B201, Mackintosh-Corry Hall
While many of us are experts in our field, we are often not prepared for some of the behavior that greets us as we step into the classroom. We are sometimes blindsided as we confront everything from inappropriate cell phone and lap top usage, to complete disregard for class start and end times, to improper language. This workshop will concentrate on techniques which, if used properly, will lead to a very positive classroom tone and significantly improve your performance as a classroom manager.
Topics to be discussed are:
• techniques used to establish a positive classroom tone,
• outlining reasonable expectations for students behavior and Instructor/student relationships,
• how to make the best use of your classroom facilities,
• how to use changes in tone to alter classroom mood,
• dealing with the unexpected,
• determining if evaluation is fair and appropriate.
This workshop will emphasize practical solutions for - the "nuts and bolts" of - how to make your teaching experience a positive one.
Building a Learning Community in the Classroom
Jenn Stephenson, Drama
Room D216, Mackintosh-Corry Hall
Something magical happens when learning transcends the unidirectional model of the instructor dispensing knowledge like the mother bird handing out tasty worms into gaping beaks. When students take responsibility for their own learning, when ideas are generated fresh, the conversation becomes an extending and expanding web. Then, learning becomes both personal and exciting. One way to encourage this magic is through the building of learning communities. This session will look at the requirements of a successful learning community and the benefits to both educators and learners of partaking in a collective exercise in building knowledge. Strategies will be discussed for fostering learning communities in both lecture and seminar/tutorial environments.
Engaging Students in Higher Order Thinking
Natalie Simper, Centre for Teaching and Learning and Jake Kaupp, Faculty of Engineering and Applied Science
Room E202, Mackintosh-Corry Hall
I'd like my students to be able to "think outside the box," but I'm too busy teaching them the essential knowledge they need to know for the course. My students know their stuff, but can't apply it in new situations. Do either of these sound familiar? What if there was a way to engage students with problems that facilitates students in seeking knowledge and skills, requires analysis of information, and encourages synthesis to determine a solution or course of action. Authentic assessments reflect problems and tasks that students would experience in a real-world, professional setting. Engaging students to work either individually or collaboratively to build knowledge and transfer understanding doesn't take too long, it just needs a little planning. Provided in this mini-workshop is a template to help you design your own Problem-Based Tasks, for use within your course setting.
Team-Based Learning: An Introduction
Lindsay Davidson, Department of Surgery
Room E230, Mackintosh-Corry Hall
This active learning session will introduce participants to the overall philosophy and fundamental structure of Team Based Learning (TBL). During the session, participants will work in mixed teams to participate in TBL activities allowing students to understand how to apply this educational method to their own context.
Teaching and Learning in the Ellis Hall Active Learning Classrooms
Andy Leger, Centre for Teaching and Learning
Room 319, Ellis Hall
Three new active learning classrooms have been constructed in Ellis Hall. The new classrooms are designed to support educators to teach actively and collaboratively, to facilitate interaction between students and to enable small groups of students to work together and share their ideas. This workshop will allow participants to tour the three new active learning classrooms, consider the configuration and the technology available in each room, and discuss and hear about the teaching strategies that are being used in these spaces.