TEACHING DEVELOPMENT UNIT
WINTER WORKSHOPS – JUNE 2016
PLEASE NOTE that all workshops will be held at the University of Waikato’s Hamilton Campus.
The following sessions are the core workshops that contribute to the first module of the Postgraduate
Certificate in Tertiary Teaching (PGCertTT).
Date
Workshop
Facilitator/s
Duration Venue
Mon, 13 June
Tues, 14 June
Wed, 15 June
Thurs, 16 June
Exploring Our Teaching Beliefs and Reflective Pract ice
Dr Arezou Zalipour
9am to 12pm
B.G.24
An Introduction to Course Design
Dr Arezou Zalipour
1pm to 4pm
B.G.24
Pr inciples and Design of Assessm ent for Learnin g
Dr Arezou Zalipour
9am to 12pm
B.G.24
Com piling a Teaching Portfolio (A briefing on PROF53 1B:
Tert iary Teach ing and Research and Developm ent )
Dr Arezou Zalipour
1pm to 3pm
B.G.24
Maxim ising Learning in Large Classes: The Lecture
Context
Dr Arezou Zalipour
9am to 12pm
S.G.02
Re search and Teaching
Dr Arezou Zalipour
1pm to 4pm
B.G.24
The Be ginner’s Guide to Blended Learning
WCEL
9am to 12pm
M.2.23
Evaluating Your Teaching
Charlotte Ferry -Parker
1pm to 4pm
A.G.12
Please note:
The Tutors’ Day: Introduction to Tutoring is again being offered in B semester on Thursday, 1 4 July 2016 from
9am to 3pm in room LAW.G.03 at Te Piringa compound.
For more information, please refer to http://www.waikato.ac.nz/tdu/pdf/events/TutorsDay2016B.pdf
ONLINE REGISTRATION via http://www.waikato.ac.nz/tdu/events/index.shtml#rego
Teaching Development Workshops: Outline
Exploring Our Teaching Beliefs and Reflective Practice
In this workshop, we will:
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Explore the beliefs and values that shape the way we go about our teaching
Reflect on our beliefs about teaching and the significance of capturing our reflections
Look at benefits and possible concerns around why and how we might capture reflections
Analyse a variety of ways in which people choose to reflect on their teaching practice
Explore the links between reflective practice and research on teaching
This workshop will provide you with tools and a rationale for exploring your beliefs about teaching an d improving your own
practice, and set you up well for carrying out portfolio tasks in the Postgraduate Certificate in Tertiary Teaching papers, o r to
help you to prepare a portfolio if you are nominated for a Teaching Award.
An Introduction to Course Design
In this workshop we will examine the key steps in an outcomes -based approach to cou rse design. We will emphasise:
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Writing precise learning outcomes that incorporate knowledge, skills and attitudes
Learning how to align outcomes, teaching strategies and assessment tasks
The workshop will provide you with practical opportunities to exper iment with the course design process. You are invited to
bring a paper of your own to the session.
Principles and Design of Assessment for Learning
In this workshop we will discuss:
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The purposes of assessment and key principles underpinning assessment for learning
A framework for designing assessment for learning
How to select assessment tasks to align with paper learning outcomes
Guidelines for group assessment tasks
How to provide appropriate assessment task instructions
You will be invited to reflect on your current thinking about assessment in the light of these key points.
Compiling a Teaching Portfolio ( A briefing on PROF531B: Tertiary Teaching Research and Development )
This workshop aims at the staff who are interested to enroll for the paper, PROF531B: Tertiary Teaching Research and
Development, as part of the Postgraduate Certificate for Tertiary Teaching programme we offer. The session will provide
instructions and guidance for carrying out the portfolio tasks in th is paper.
In this session we will discuss:
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The learning outcomes of the paper, PROF531B: Tertiary Teaching Research and Development
The development of two teaching portfolios: one portfolio will be a document for career purposes, and the second
portfolio will be a formative portfolio for your own development.
Maximising Learning in Large Classes: learning from case studies of practice
In this workshop we will examine the distinctive features of large class teaching and consider ways of maximising student
learning in this context.
Drawing on the contributions of invited presenters, we will examine the following points:
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The purposes of large class teaching
The benefits and challenges
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Establishing dialogue in the large class context
Strategies for engaging students
Research and Teaching
In this workshop we will:
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Clarify and differentiate between different ways in which the research and teaching nexus can operate
Introduce the idea and practice of evidence-based teaching
Introduce basic steps in action research
Discuss writing about and publishing on our teaching -related research.
Staff members will be invited to give examples of inquiry -based learning and research that they have conducted on their
teaching.
The Beginner’s Guide to Blended Learning
The Beginner's Guid e to Blended Learning will:
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Help you define Blended Learning in the Waikato context with reference to the features of face to face teaching and
technology enhanced learning
Discuss some frameworks for blended learning
Outline some basic principles of usin g technology for learning, teaching and assessment
Explore some core tools at the University and elsewhere that are used in blended learning
Help you begin to design a blended learning activity
This is an introductory session, aimed at staff new to Blende d Learning and those who want a refresher. Prior to the workshop,
we will ask you to contribute a little bit about your current experience, if any, and also what you hope to get from this ses sion.
Evaluating Your Teaching
This workshop will focus on the role of evaluation to improve teaching and learning.
In this workshop, we will discuss:
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The relationship between evaluation processes and the student learning experience
How teaching can be informed by learner feedback
Planning and implementing strategies for getting regular student feedback about teaching and the paper
Developing a classroom culture which promotes ongoing dialogue between students and teachers