Welcome to the sixty-first issue of The LTO Best Practices. Each month, the Learning & Teaching Office will be spotlighting a timely topic in education and professional development in teaching. This January, our topic is "Team Teaching."
The information in this issue is excerpted from our Teaching Tips document on Team Teaching [pdf].Check out our page of Teaching Tips handouts for more downloadable documents on a variety of teaching topics.
In the broadest sense, team teaching is defined as a group of instructors working together to “plan, conduct, and evaluate the learning activities of the same group of students” (Quinn and Kanter, 1984, as cited in CELT, 1998), however team teaching can take a variety of different forms. Examples of team teaching situations include:
To effectively team teach there are a lot of decisions and agreements that must be made up front. These can be divided into three areas – planning, conducting, and evaluating.
We have used suggestions made by the Centre for the Enhancement of Learning Teaching at the City University of Hong Kong and the Center for Teaching and Learning at Brigham Young University and adapted them into a Team Building Tool [pdf] which team members can use to set priorities and responsibilities.
Centre for the Enhancement of Learning and Teaching (CELT). (1998). Team Teaching. City University of Hong Kong. http://teaching.polyu.edu.hk/datafiles/R27.html
Center for Teaching and Learning (CTL). Team Teaching: A Brief Summary. Brigham Young University. http://ctl.byu.edu/tip/team-teaching-brief-summary
Leavitt, M.C. (2006). Team Teaching: benefits and challenges. Speaking of Teaching. Center for Teaching and Learning, Stanford University. 16(1). https://web.stanford.edu/dept/CTL/Newsletter/teamteaching.pdf
Monday January 25, 2016, 4:00-6:00PM, CED-7th floor
Ryerson’s academic plan - Our Time To Lead - recognizes Experiential Learning (EL) as one strategy that must evolve and expand to provide exceptional learning opportunities for undergraduate and graduate students inside and outside the classroom. This workshop supports the academic plan by exploring the underlying literature and best practices in EL. We will showcase Ryerson faculty integrating Experiential Learning in their course(s) and discuss -
Wednesday February 10, 2016, 12:00-2:00PM, POD 372
The flipped or inverted classroom is a new form of blended learning where the modes of instruction traditionally reserved for inside the classroom now take place outside the classroom and vice versa. In this model, teaching and learning are divided into two parts:
(i) Interactive group learning activities inside the classroom
(ii) Direct computer-based individual instruction outside the classroom
This workshop allows faculty to share their experiences, and outline the benefits and challenges of this new academic model.
"The LTO Best Practices" is produced monthly by Michelle Schwartz, Instructional Design and Research Strategist at the Learning & Teaching Office, Ryerson University.
Do you have any thoughts, suggestions, or best practices that you would like to see appear in this newsletter? Please send all submissions to firstname.lastname@example.org. We look forward to including your contributions in our next issue!
Location: Kerr Hall West, room KHW373.
Phone: 416.979.5000 x6598