Accordion Widget

Facilitating Learning in Small Groups

Tutor: Dr Magdalena Jara
Course LevelLevel 2
Course Credit: 1 credit
Maximum Course Capacity: 20

GTAs at Imperial facilitate learning in a variety of small group teaching contexts (e.g. problem-based learning, tutorials, labs). In this course, we will explore all these different contexts and discuss what is meant by small group teaching and the goals and purposes of teaching students in small groups. We will review some of the methods and questioning techniques to engage and motivate students and to deal with different group dynamics (e.g. dominant or disengaged students, conflict within the group). 

At the end of the course, you will be able to: 

  • Define small group teaching and how this approach is used in your own disciplinary context. 
  • Prepare a range of questioning techniques to stimulate discussion and reflection. 
  • Use a variety of active learning methods to engage your students. 
  • Develop strategies to deal with different group dynamics. 

The course will be delivered completely online during the Spring Term, including asynchronous preparatory work during one/two weeks ahead of the session and one synchronous session. The total time commitment for this course is approx. 3 hours.

Please note - To gain the credit for the course, participants will need to complete the preparatory activities before the session AND fully participate in the synchronous session.

The dates during 2020 - 2021 available for students from all faculties to register on this course are defined by the date/time of its synchronous session, as follows:

Dates

  • Tuesday 19 January 2021, 09:30-11:30, Remote Access (Platform TBC)
  • Monday 15 February 2021, 15:00-17:00, Remote Access (Platform TBC)

BOOK

Microteaching

Tutor: Dr Magdalena Jara
Course LevelLevel 2
Course Credit: 1 credit
Maximum Course Capacity: 20 (5 teachers + 15 reviewers)

Microteaching is a technique used to enable teachers to practise an element of their teaching skills in a ‘safe’ environment of peers and tutors who would act as ‘students’ and observers of the teaching practice. In a session, defined GTAs will teach a 10 min segment of a learning and teaching session (tutorial, seminar, lab demonstration, lecture, fieldwork) to an audience, after which they will receive peer and tutor feedback.

This course is also a rich environment for GTAs to attend as audience where they can learn and improve their own practice by observing their peers teaching and by providing constructive and effective feedback. The participation as audience would be particularly useful for GTAs who are not yet teaching and/or want to prepare for their own microteaching session, those who want to learn and practice doing peer observations, as well as for those who want to give support to their colleagues doing a teaching segment.

On completion of this course 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 

This course will require preparation for students doing the teaching (preparing their teaching segment) and for those attending as audience (reading the observation criteria that will be used to provide the feedback). These details will be sent to you after you have registered. 

When you register, please indicate whether you are registering to attend as audience/peer reviewer (15 places) or teaching (5 places).

The dates during 2020 - 2021 available for students from all faculties to register on this course are defined by the date/time of its synchronous session, as follows:

Dates

  • Friday 19 February 2021, 10:00-13:00, Remote Access (Platform TBC)
  • Tuesday 16 March 2021, 14:00-17:00, Remote Access (Platform TBC)

Please note that Summer term course dates will be available to book in due course.

BOOK

Supporting Active Learning in Labs

Tutor: Dr Paul Seldon
Course Level: Level 2
Course Credit: 1 credit
Maximum Course Capacity: 20

This course will examine lab-based teaching, distinguishing its different contexts and the variety of roles GTAs do to support students’ learning. The course will review and compare different approaches to lab teaching, and we will also analyse different case scenarios to explore common problems, new strategies and good practices that GTAs can implement in their Lab teaching.

After attending this course, you will be 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 

The course will be delivered completely online during the Spring Term, including asynchronous preparatory work for two weeks ahead of the session and one synchronous session. The total time commitment for this course is approx. 3 hours.  

Please note - To gain the credit for the course, participants will need to complete the preparatory activities before the session AND fully participate in the synchronous session.

The dates during 2020 - 2021 available for students from all faculties to register on this course are defined by the date/time of its synchronous session, as follows:

Dates


Some Graduate School courses include pre-course activities for you to complete. Please check this page to find out how to self-enrol on the course’s Blackboard programme module, which will enable you to complete these activities.