Centre for Teaching Support & Innovation, 130 St. George Street, Robarts Library, 4th floor
Each OnlineMicroteaching session will involve 5 graduate student participants and 2 TATPfacilitators. Participants will take turns acting as instructors by takingtheir students (i.e., other participants and TATP facilitators) through a 10(ten) minute lesson over Zoom. Following their lesson and a brief reflection, eachinstructor will provide a brief, verbal self-assessment, stating what theythought worked well in […]
bell hooks’s Teaching to Transgress: Education as the Practice of Freedom is celebrating its 30th anniversary. Released in 1994, this book has become a seminal work of critical pedagogy theory. A collection of essays covering a wide range of topics, from hooks’s own experiences of schooling to her difficulties finding space for Black feminist literature […]
At the University of Toronto, our classrooms are made up of students from a wide range of programs and disciplines. Electives/open courses, in particular, can bring students together from diverse disciplines, leading to important questions about promoting and nurturing interdisciplinarity in our classrooms. In other words: How might we develop teaching strategies to promote interdisciplinary […]
Each OnlineMicroteaching session will involve 5 graduate student participants and 2 TATPfacilitators. Participants will take turns acting as instructors by takingtheir students (i.e., other participants and TATP facilitators) through a 10(ten) minute lesson over Zoom. Following their lesson and a brief reflection, eachinstructor will provide a brief, verbal self-assessment, stating what theythought worked well in […]
The teaching dossier is a comprehensive record of teaching activities and accomplishments that is now required in applications for permanent positions at the University of Toronto and at an increasing number of institutions across North America. In this session, we will review the elements of a successful teaching dossier and discuss how to use it […]
bell hooks’s Teaching to Transgress: Education as the Practice of Freedom is celebrating its 30th anniversary. Released in 1994, this book has become a seminal work of critical pedagogy theory. A collection of essays covering a wide range of topics, from hooks’s own experiences of schooling to her difficulties finding space for Black feminist literature […]
As our collective understanding of Accessible, Inclusive and Anti-Oppressive Pedagogies evolves, we develop practices to better support and accommodate for all types of learners in the classroom. “Neurodiversity” has emerged as a term to describe the unique differences in how our brains develop and how individuals interact differently with the world. This workshop is designed […]
Each in-person Microteaching session will involve 5 graduate student participants and 2 TATPfacilitators. Participants will take turns acting as instructors by takingtheir students (i.e., other participants and TATP facilitators) through a 10(ten) minute lesson over Zoom. Following their lesson and a brief reflection, eachinstructor will provide a brief, verbal self-assessment, stating what theythought worked well […]
The statement of teaching philosophy (STP) is the foundation of any teaching dossier, is often requested as part of an academic job application, and is an important part of the tenure and promotion process. This short statement needs to effectively communicate your ideas, beliefs, and values about teaching in a condensed space. In writing your […]
Mentorship, whether informal or formal, is a critical aspect of teaching in learning in higher education. The quality of mentorship experiences can have a direct impact on student outcomes. Despite how pervasive mentorship is within in the academy, mentors lack formal training in effective mentorship practices, often adopting the practices and qualities of their own […]
Enhancing critical thinking skills is crucial for students to grasp and retain course material effectively. However, traditional tutorial and exam formats often fall short of fostering these skills, particularly for success in scientific research settings. This workshop introduces an innovative teaching approach centered on incorporating thought-provoking questions into teaching sessions. By challenging students beyond standard […]
Each OnlineMicroteaching session will involve 5 graduate student participants and 2 TATPfacilitators. Participants will take turns acting as instructors by takingtheir students (i.e., other participants and TATP facilitators) through a 10(ten) minute lesson over Zoom. Following their lesson and a brief reflection, eachinstructor will provide a brief, verbal self-assessment, stating what theythought worked well in […]
Students come from diverse educational backgrounds and cultures, but most learners process visual information much more efficiently than other formats. As a result, it is important to understand how designing effective visuals can optimize the learning experience for all students. This workshop will explore how TAs can incorporate visuals into their teaching and the best […]
The TATP Peer Review sessions are interactive workshops designed to help you elevate your course design skills. This hands-on session encourages you to review and discuss your peers' course materials, providing constructive feedback and receiving insights in return. This collaborative approach aims to enhance your course design proficiency and promote a culture of continuous improvement […]
As university educators, we are tasked with the responsibility of improving and expanding students’ writing skills, a toolkit that also includes critical reasoning, argumentation & rhetoric, and research. When teaching these skills, we often run up against difficult questions: How do we support the development of students’ personal voices while working within university expectations? How […]