TEACHING AND LEARNING WORKSHOPS

FALL 2015 AND WINTER 2016
Topical and timely conversations about practical ideas for better teaching, designed for
faculty, sessional instructors, and graduate students in the Faculty of Arts.
All workshops located in SS1339. No registration required.
All of the Above: Multiple-Choice and Other Short Answer Questions for Real
Learning
Wednesday, October 14, 10 - 10:45
with Michael Ullyot + Nancy Chick + Melissa Boyce
Multiple-choice, true/false, and other short-answer questions are usually treated like a necessary evil, best suited to large
classes. And they are — if they’re just simplified assessments of student learning, skewed toward facts rather than interpretation. Yet there are ways to write these questions to assess students' deep learning, no matter the discipline. In this workshop,
we’ll explore how to develop easy-to-score assessments that are valid indicators of your students’ higher-order thinking skills.

How to Engage Large Classes
Wednesday, November 18, 11 - 12
with David Dick + Patrick Finn
From David and Patrick: They asked us to talk about engaging large classes. We’ve talked about it, and we don’t believe
anyone can teach you the one set of tricks to engage a large class. If you are engaged, the students will be engaged. In this
session, we will share ideas, experiences, and actions that might help support your work in large classes.

Building Teamwork Skills through Peer-to-Peer Feedback
Tuesday, December 1, 9 - 10:30
with Tom O’Neill
In this workshop you will learn about research, frameworks, tools, and techniques to support student teamwork skills. Our
focus will be on the use of peer-to-peer feedback within courses that assign students to work in teams. You’ll learn about
Tom's research on peer feedback, and evidence-based frameworks for effective teams; and you’ll learn about tools for
providing feedback, focusing on Tom’s itpmetrics.com<http://itpmetrics.com> software, which is state-of-the-art and free of
charge. You’ll also learn techniques for implementing peer-to-peer feedback and debriefing the results, such as timing,
development versus grading applications, and in-class exercises. Finally, you’ll participate in breakout groups to experience
an abbreviated peer feedback debrief.

Teaching English Language Learners (ELLs)
Tuesday, January 19, 10 - 11
with Yan Guo

How to Flip Your Course
Monday, February 8, 2 - 3
with Heather Addy + Lisa Stowe

D2L Tips and Tricks
Thursday, March 10, 10 - 11
with Mryka Hall-Beyer + D’Arcy Norman
Hosted by the Faculty of Arts’ Teaching and Learning Committee