Advancing Your Teaching Practice

Fostering Accessible Teaching and Learning

The Accessibility Context at U of T The University of Toronto is home to a very diverse student population of over 76,000 undergraduate students. Many of these students may face

Collecting Course Feedback

When Drafting Your Questions Consider a specific teaching context you are familiar with from your discipline: e.g. a course you have taught or TAed before. Here is a useful activity

Handling Student Complaint

As a teaching assistant, you’ll soon become familiar with hearing certain complaints from students. Here are some of the most common student complaints and some suggested responses. Common Complaints “I

Writing Assessments

Assessment writing can be a very difficult thing. Many times we have certain expectations and presumptions about our assessments. Moreover, there seems to be a multitude of ways to create

TATP Shorts

Teaching tips courtesy of the TATP staff

Asking Effective Questions

Why Ask Questions? Asking and answering questions is a key ingredient in the learning process and in effective teaching. Using a variety of questions in the classroom can serve many

Active Verbs for Bloom’s Revised Taxonomy

The information below provides definitions and attributes for each of the six levels of Bloom’s Revised Taxonomy, along with Active Verbs that should be used when developing learning outcomes. (Adapted

Seven Areas for TA Development

NOTE: Duties and responsibilities that must be reflected on the DDAH form are marked by * Roles and Responsibilities Review with your course TAs the Big Picture: what are the

Preparing the Teaching Dossier

What is a Teaching Dossier? A teaching dossier is a combination of documents-narrative descriptions of teaching, sample teaching materials and teaching evaluations-that highlights and summarizes the educator’s teaching experience. A

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