The GMCTE is pleased to offer the following short courses to explore advanced topics related to teaching and learning in higher education.
The rationale behind this initiative is:
- learning can be deeper when working in a cohort
- topics can be studied in more depth than in a single workshop
- a sustained relationship with the instructor and with peers will allow for practice and application of the skills and knowledge learned, as well as feedback from the instructor. These opportunities should facilitate the application of what is learned, in each participant’s own teaching practice.
- to create inter-disciplinary communities of practice.
Short Courses for Winter 2012
Short Courses for winter 2012 are now being offered. If you are interested in the Scholarship of Teaching and Learning (SoTL) short course, please contact brad.wuetherick@usask.ca.
Expanding Horizons and Revealing the Core of a Teaching Philosophy
with Kim Ennis, Carly Priebe, Mayya Sharipova, and Kim West
Researchers at The Gwenna Moss Centre for Teaching Effectiveness are interested in examining the usefulness of a “mystery montage” process in helping aspiring and practicing teachers to write or revise teaching philosophy statements. This study involves participation in three one-hour workshops designed to assist you in creating your own mystery montage which can help to reveal the core of your teaching philosophy. As part of the workshops, you will be asked to fill out short reflective questionnaires. In addition, participants who already have a teaching philosophy prior to the first workshop will be asked to provide a copy of their statement. All participants will be asked to submit a copy of their philosophy statement upon completion of the three workshops. Please be assured that your responses will be kept confidential and a pseudonym will be used when the information you share is presented to the public. Researchers may need to make additional contact with you for clarification and additional information.
Dates:
Thursday Feb.16th, 2012 3:00-4:00pm
Thursday March 1st, 2012 3:00-4:00pm
Thursday March 15st, 2012 3:00-4:00pm
Please visit our calendar to register for this series of workshops.
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Introduction to Course Design: Five Part Series
Session One: Writing Learning Objectives, March 7, 2 to 3:30 pm
This five part series will cover an introductory look at course design, including writing learning objectives, concept mapping and blueprinting, instructional strategies, sequencing and chunking content, and assessment. In Session One, participants will learn the basics of writing learning outcomes.
Session Two: Concept Mapping, March 14, 2 to 3:30 pm
This five part series will cover an introductory look at course design, including writing learning objectives, concept mapping and blueprinting, instructional strategies, sequencing and chunking content, and assessment. Session Two will explore the use of concept maps to organize the course topics and identify aspects that will need to be considered during the blueprinting phase.
Session Three: Instructional Strategies, March 21, 2 to 3:30 pm
This five part series will cover an introductory look at course design, including writing learning objectives, concept mapping and blueprinting, instructional strategies, sequencing and chunking content, and assessment. In Session Three, a variety of instructional strategies will be discussed.
Session Four: Sequencing and Chunking, March 28, 2 to 3:30 pm
This five part series will cover an introductory look at course design, including writing learning objectives, concept mapping and blueprinting, instructional strategies, sequencing and chunking content, and assessment. In Session Four, the concepts of sequencing and chunking course content will be explored.
Session Five: Student Assessment, April 4, 2 to 3:30 pm
This five part series will cover an introductory look at course design, including writing learning objectives, concept mapping and blueprinting, instructional strategies, sequencing and chunking content, and assessment. Session Five will include discussion of a variety of forms and types of student assessment.
