Resources
Resources Library
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/ahgSStqyGvshtt…
Post Type:
Resourceshttps://youtu.be/cl5FaVHH46Mhttps://youtu.be/AIGcszj1Tyshttps://youtu.be/4RHo6mOWtyshttps://youtu.be/zeQ7GFSwohs…
Post Type:
ResourcesOverview 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. In short, active learning requires studen…
Post Type:
ResourcesAs 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 exam preparation as a process with several steps. Below a…
Post Type:
ResourcesThe 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
A good place to start as a new TA or …
Post Type:
ResourcesPurpose
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 activity. Low-stakes writing exercises are not graded – rather, they…
Post Type:
ResourcesA 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 or teaching assistants, with limited amounts …
Post Type:
ResourcesWhy 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 different purposes — they can be used to:
diagnose studen…
Post Type:
ResourcesConsultative 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 it when you showed us how to use the instruments…
Post Type:
ResourcesTaken 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 paramount to this endeav…
Post Type:
ResourcesThe 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 from: L.W. Anderson and D.R. Krathwohl…
Post Type:
ResourcesNOTE: 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 key learning objectives of the course?
What are your goals and t…
Post Type:
Resources