Instructional Skills
Experiential Learning and Reflective Teaching
This document on Experiential Learning and Reflective Teaching was developed by Adam Sirutis and Maria Massi, as part of an initiative of the Faculty Development Academy
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How to Make Your Teaching More Engaging
The Chronicle of Higher Education guide on how to make your teaching more engaging. This guide is for anyone who wants to introduce energy or enthusiasm to their classrooms using methods that have been tried — and found true — through research and in classrooms.
How to Create a Syllabus
Perhaps you’re offering a new course, or you’re looking to revamp an old one. Maybe that section you were scheduled to teach didn’t make enrollment, and now you’re facing a new prep with only a few weeks (or days!) to get ready. Even if you don’t need to write or revise a course syllabus, though, there’s never a bad time to re-examine and rethink your syllabi.
Exploring a Framework for Reflection
Workshop presentation notes on Introduction to Self Reflection
by
Kate Whalen, Academic Sustainability Programs Office and Steve Mattucci, Faculty of Engineering
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Motivating and Engaging Students
How do I motivate and engage my students online?
Workshop presentation notes by
Stephanie Verkoeyen, Educational Developer
MacPherson Institute, McMaster University
Large Classroom Engagement Workshop Materials
From workshop presented to the Faculty Development Academy.
Workshop objectives:
- Design and deliver lesson (or course) plans including individual, peer, apprentice learning strategies
- Give and receive constructive feedback on teaching•Employ large classroom assessment techniques for pre-and post-assessment
- Design assessment to gauge students’ actual learning (students already give feedback informally), link value to practice, etc.
Instructional Skills Workshop Network
The Instructional Skills Workshop Network offers workshops within a small group setting and designed to enhance the teaching effectiveness of both new and experienced educators. Participants review basic ideas about teaching, check current practices, and within the safe environment of the workshop, try new strategies and techniques. During the 3-day workshop (24 hours total), participants design and conduct three “mini-lessons” and receive verbal, written and video feedback from the other participants who have been learners in the mini-lessons. Participants receive a certificate upon completion which is widely recognized at many Canadian and international post-secondary institutions.
Supervision & Mentoring of Postgraduate Students
It Takes an Academy to Raise a Scholar
McMaster University's Centre for Leadership in Learning (CLL), through its Institute for the Scholarship of Teaching and Learning, is pleased to extend to faculty this handbook to help guide each of you in providing excellent supervision to graduate students. We hope that whether you are a beginning supervisor or one with years of experience you will find useful tips and strategies to make your important role the most effective it can be,
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