Instructional Skills Workshop

Description

Duration: 3 full days (24 contact hours including homework)

The GMCTL offers a short professional development program to support faculty members, instructors and staff teaching U of S students. This 3-day workshop is implemented internationally and is known as the “Instructional Skills Workshop.”  Your participation in the interactive workshop will facilitate: 

  • familiarization with essential teaching theory and practices
  • development of feedback skills 
  • approaches to writing learning objectives and lesson plans 
  • skills and confidence in implementing the aforementioned by teaching three mini-lessons, and receiving invaluable feedback from peers and the facilitators 
  • skills for critical self-reflection 
  • establishing supportive relationships with peers

What to expect:

The 3-day workshop (24 hours total) is offered within a small group setting where 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. Using an intensive experiential learning approach, participants are provided with: 

  • information on the theory and practice of teaching adult learners, 
  • the selection and writing of useful learning objectives with accompanying lesson plans, 
  • techniques for eliciting learner participation, 
  • and suggestions for evaluation of learning. 

The workshop encourages reflection and examination of one's teaching practices with feedback focused on the learning process rather than on the specific content of the lesson. Effective feedback skills, practiced in the workshop, are useful for educators in the classroom and also as they conduct their regular institutional business.  

Charter Connections

This course addresses these Educator Commitments from Our Learning Charter:

  • EL 1.2 Engage with students and peers in a respectful manner  
  • EL 1.4 Encourage and foster open and healthy dialogue  
  • ET 1.1 Be aware of the range of instructional methods and assessment strategies  
  • ET 1.2 Select and utilize teaching methods that are effective in helping students achieve the learning outcomes of a course or learning activity  
  • EC 4.2 Seek feedback from peers and other sources to allow for evidence on all aspects of teaching practice to be reflected upon for the purposes of continuous improvement  
  • EC 4.5 - Engage in meaningful conversations about their practices with others  

Teaching Certification Connections

Essential Teaching Competency 1:  Respond to diversity in worldview, position, and power
Outcomes and Indicators: 
  • Use strategies to encourage and foster open and healthy dialogue 
Essential Teaching Competency 2:  Designs courses appropriately and teaches them effectively
Outcomes and Indicators: 
  • Design courses with curricular alignment 
  • Create outcomes that are active, and use verb, content, context  
  • Select instructional strategies aligned to a self-generated outcome 
  • Use effective instructional approaches given the outcomes, context, and learners 
  • Adjust active lesson plan (15 minutes, min.) given formative assessment and/or context  
  • Adapt communication for audience and purpose  
  • Provide students with prompt and constructive feedback on their learning (during)  
  • Ask questions to elicit specific student understanding 
  • Answer questions directly and clearly, and redirect as appropriate 
  • Manage the flow of a discussion to keep it focused and equitably distributed 
Essential Teaching Competency 3:  Assesses appropriately given the course outcomes 
  • Provide students with prompt and constructive feedback on their learning 
  • Know strategies for providing and receiving constructive feedback 
  • Demonstrate providing prompt, constructive feedback to others 

Essential Teaching Competency 4:  Value improving and growing teaching practice 

  • Reflect on current teaching practices to adjust and improve 
  • Assesses effectiveness of current practice based on evidence 
  • Collects evidence of teaching efficacy 
  • Make appropriate changes based on feedback 
  • Select areas for improvement based on evidence 
  • Choose appropriate responses 
  • Monitor effectiveness of change 

Timing: 3 full days (can be consecutive days or not; should not span longer than over two weeks)

Registration

View GMCTL Courses and Workshops online, or see sessions highlighted in our newsletter through PAWS. If you are an instructor at USask you will automatically receive it.  If you do not currently receive our newsletter and wish to, please self-signup here.