Inclusive Learning and Teaching
In this course, you explore what is meant by inclusive practice and universal design. You will discuss the process involved in identifying barriers to inclusion and explore possible solutions through recommended reasonable adjustments. Graduate Teaching Assistants at Imperial complete a range of tasks when working with students including designing some teaching materials, facilitating learning in small group teaching contexts, carrying out some supervision, assisting with assessments and providing feedback to students. Practical advice, through case studies, will be given to help participants complete these tasks while adjusting for factors such as disability, culture, language, religion, gender and sexual orientation.
At the end of this course, you will be able to:
- Define the background to inclusive practice
- Identify potential barriers to learning and possible underlying reasons
- Develop strategies to minimise barriers to learning
- Apply these strategies to improve inclusivity in your teaching practice
- Thursday 30 January 2020, 14:00-16:00, South Kensington
- Friday 22 May 2020, 14:00-16:00, South Kensington
Microteaching is a technique used to enable teachers to practise an element of their teaching skills in a ‘safe’ environment. In this course, GTAs teach a 10-minute segment of a learning session (tutorial, seminar, lab demonstration, lecture, fieldwork) to a small group of peers (maximum 5 GTAs per course). After the microteaching session, you receive constructive peer and tutor feedback. The sessions are filmed for review and discussion in the group; the recordings are not shared or viewed outside of the microteaching course.
This course is a follow-up to the two core sessions in the GTA Programme, Introduction to Learning and Teaching and Introduction to Assessment and Feedback for Learning, and provides a space for GTAs to practise some of the skills discussed in these two sessions.
On completion of this workshop you will be able to:
- Identify aspects of good practice in your teaching, including use of active learning techniques, as well as areas for further development.
- Build on the practical experience gained to increase their confidence when teaching
- Practise observing others and giving peer feedback on teaching
- Evaluate their teaching in light of peer and tutor feedback
- Thursday 13 February 2020, 10:00-12:30, South Kensington
- Wednesday 26 February 2020, 10:00-12:30, South Kensington
- Tuesday 03 March 2020, 13:30-16:00, South Kensington
- Thursday 07 May 2020, 10:00-12:30, South Kensington
- Thursday 28 May 2020, 10:00-12:30, South Kensington
- Tuesday 02 June 2020, 13:30-16:00, South Kensington
- Tuesday 16 June 2020, 13:30-16:00, South Kensington
- Thursday 18 June 2020, 10:00-12:30, South Kensington
Supporting Active Learning in Labs
This course will examine Laboratory teaching, comparing and contrasting different approaches and how these can be used to maximise the effectiveness of this type of teaching. Situated learning scenarios will be used to examine common problems and solutions to these to support GTAs involved in Lab teaching. This course will challenge you to review best practice and enable you to build confidence.
After attending this workshop you will be better able to:
- Distinguish between different types of Laboratory teaching practice
- Evaluate the best practice in a range of situated learning scenarios
- Propose new strategies and approaches in Laboratory teaching
- Facilitate learning and Identify how to support all students
- Monday 16 March 2020, 10:00-12:00, South Kensington
- Monday 18 May 2020, 14:00-16:00, South Kensington