Students often arrive at the University of Toronto overwhelmed by the immensity and density of their course readings; teaching effective reading strategies is one way for TAs and CIs to
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
Understanding your responsibilities regarding University of Toronto policies The University has developed a variety of policies intended to protect both you and your students. This page highlights some of the
In the winter of 2015, the TATP committed to seeking out a better way of supporting students not familiar with the teaching context at U of T, while still highlighting the rich contributions
About this Resource This guide is not an exhaustive anthology of everything that you need to know about teaching. Rather, it takes you on a holistic tour of how to
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
It is no secret that online classes differ from those with face-to-face instruction. Even the most well-designed and well-taught online courses will require students to develop a slightly different set
It is common for graduate student course instructors and teaching assistants to be asked to write reference letters for students. Enthusiastically supportive documents are typically a valuable part of any
In this resource, seven instructors from the University of Toronto share their original and innovative pedagogical approaches to curriculum design that welcomes students with disabilities and mental health into their
Multimedia Learning Principles and Tips Multimedia: Use words and pictures rather than just words Pre-training: Describe names and characteristics of key elements before lesson Coherence: Remove excess material Signaling: Highlight
What Does It Mean to Facilitate for Equity? Facilitating for equity means that we pay attention to historic and contemporary experiences of marginalization and how they manifest in our classrooms,
Power, Privilege, and Justice in the University Classroom This resource was created as a response to the University of Toronto’s Truth and Reconciliation Steering Committee’s call to action to develop
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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