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
Preparing for Teaching
TATP Shorts
Teaching tips courtesy of the TATP staff https://youtu.be/iZLUZgAndJEhttps://youtu.be/1CDvREVv9xEhttps://youtu.be/VnqXxnDQoHIhttps://youtu.be/dGQf1AaznAIhttps://youtu.be/kK92Kb4lT1Ahttps://youtu.be/6GkGMXOnOVAhttps://youtu.be/ahgSStqyGvshttps://youtu.be/WSt1glr9A_ghttps://youtu.be/crXVtgSs3wkhttps://youtu.be/n2OB2n7-aXYhttps://youtu.be/AgIE21pN5dQhttps://youtu.be/cl5FaVHH46Mhttps://youtu.be/AIGcszj1Tyshttps://youtu.be/4RHo6mOWtyshttps://youtu.be/zeQ7GFSwohs
Active Learning
Overview of Active Learning What is Active Learning? Active learning comprises a wide range of activities that are defined as “any instructional method that engages students in the learning process.
Exam Preparation
As TAs, the task of preparing students to write examinations often falls on our shoulders. Preparing a successful exam review takes time and preparation on your part. You should view
Teaching and Learning with U of T’s Libraries
The University of Toronto library system offer resources and services to support TAs and CIs in delivering courses, and to help enhance students’ learning experience. Where to Start? Supporting students
Low-Stakes Writing Activities
Purpose Low stakes writing exercises can be used to get the class thinking, to open the class, as here, and to make connections between previous learning and the new day’s
Giving Feedback on Written Work
A major component of the iterative writing process is giving and receiving feedback. Unfortunately, this can be one of the most challenging aspects of teaching for educators. How can instructors
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
“I” Statement Based Feedback
Consultative feedback is based on “i” statements. This feedback should be… Objective “I was able to follow your explanation even though I don’t know calculus.” Realistic and concrete “I liked
“How Do I Teach?”
Taken from: M. Weimer, Joan L. Parrett and Mary-Margaret Kerns (2002), How do I teach? Forms and activities for acquiring instructional input, Madison: Atwood Publishing. Interpretation Interpretive concerns are not
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
Considerations and Questions for Your Pre-Course Meeting
NOTE: Duties and responsibilities that must be reflected on the DDAH form are marked by * Course Overview & Initial Tasks Before You Meet Your TAs What are the course
Planning and Delivering Your Course
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Assessing Learning
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Improving Practice
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Improving Practice
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