The Fundamentals of Teaching Series aims to productively address the challenges and questions new graduate student teachers (e.g. TAs, CAs, interns) face in the first weeks of the quarter and to help them develop core competencies in teaching for facilitating and enhancing student learning.  The core competencies are based on the constructive alignment framework and aim to translate these principles into concrete practices that new instructors can apply in their first teaching experiences.  In the Fundamentals sessions, Fellows will draw on these ideas, their own experiences, and the insights of their participants, to cultivate a supportive learning community and empower participants to create supportive learning communities in their own classrooms.

During the Fundamentals of Teaching Series, our goal is for participants to:

  • Reflect on the practice of teaching by considering how different pedagogical practices can facilitate, enhance, or hinder student learning, perhaps in the context of remote teaching & learning.
  • Experience a supportive community of fellow teachers with whom they can share their questions and concerns and (hopefully) continue to consult after Fundamentals.
  • Gain greater confidence in their ability to teach.

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Autumn Quarter 2021 Offerings

Fundamentals of Teaching in the Humanities

Tuesdays, October 5th, 12th, 19th, 26th, 1:00 PM - 2:30 PM, Online

Facilitators: 

*Please feel free to email the facilitators with any questions before or after the event.

Who Should Attend:

This remotely-conducted workshop series provides guidance and support for graduate students at all levels of teaching experience who are serving as interns, course assistants, or teaching stand-alone classes in the humanities.

Why Should I Come?  

Working together on a peer-learning model, students will discuss how best to facilitate student learning—in remote and in-person settings—and develop their pedagogical toolkit with concrete skills and strategies for creating inclusive learning environments, as they support one another in their professional development as teachers. The sessions will involve the presentation of research-based pedagogical strategies, group discussions on how the strategies relate to our own experiences, and collaborative activities to create an ongoing and supportive learning community.

Topics will include:

  • Designing learning objectives
  • Situating learning for students with a variety of backgrounds
  • Analyzing the impact of remote learning with regard to inclusion and accessibility
  • Facilitating student discussion through active learning activities

Completing these workshops fulfills part of the requirements for the Chicago Center for Teaching’s College Teaching Certificate program

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Fundamentals of Teaching in the Social Sciences

Mondays, October 4th, 11th, 18th, 25th,  1:00 PM - 2:30 PM, Online                

Facilitators:  

*Please feel free to email the facilitators with any questions before or after the event.

Who Should Attend:

Graduate students and others interested in discussing and improving their social sciences teaching (any experience level welcome!)

Why Should I Come?

  • Learn about inclusive and constructivist teaching
  • Discuss and practice establishing course expectations and norms
  • Join community of pedagogues at the Chicago Center for Teaching (CCT)
  • Earn credit toward the CCT’s College Teaching Certificate

Completing these workshops fulfills part of the requirements for the Chicago Center for Teaching’s College Teaching Certificate program

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Fundamentals of Teaching in STEM: The Science Teacher’s Toolkit

Wednesdays, October 6th, 13th, 20th, 27th,  3:00 PM - 4:30 PM, Online

Facilitators: 

*Please feel free to email the facilitators with any questions before or after the event.

Who Should Attend:

Graduate students and postdocs in the BSD, PME, or PSD. This is for anyone who is teaching, expects to teach science in the future, or is intrigued about the evidence-based practices behind teaching and learning.

Why Should I Come? 

The research-supported methods in these workshops will equip past, present, and future graduate student and postdoc instructors with fundamental pedagogical knowledge and practical skills to teach STEM effectively. The specific topics include:

  • Week 1: Understanding the science of how people learn and teaching accordingly
  • Week 2: Optimizing student learning by setting and teaching towards learning objectives
  • Week 3: Fostering an inclusive and actively engaging classroom setting
  • Week 4: Implementing methods of inclusive assessment and instructive, helpful feedback

The workshops will focus on applying research-supported pedagogical principles to address issues frequently encountered in STEM classrooms. Through peer-to-peer discussions, lectures, and facilitated activities, each workshop will arm participants with new pedagogical tools and skills to apply in an educational setting and to fuel professional development.

Completing these workshops fulfills part of the requirements for the Chicago Center for Teaching’s College Teaching Certificate program

 

The CCT is committed to making all of our programs and events inclusive and accessible. Contact cct@uchicago.edu for accommodation requests.