Fundamentals in Polytechnic Teaching

​NOTE: All registrants must first contact poly@bcit.ca The Instructional Skills Workshop (ISW) takes a highly participatory approach as groups examine their values and practices related to teaching or training and learning. It may be conducted in a variety of formats (face to face, blended, or online). Usually participants (a group of about four to six) work with one or two facilitators, although several groups may be meeting concurrently and may interact periodically. During the workshop, participants are encouraged to review core ideas about teaching and learning, reflect on current practices, and try new instructional strategies, techniques, and approaches within a respectful and supportive environment. Using lesson planning models for learning outcomes and/or expressive outcomes, participants offer short lessons to each other in a small group setting (guided practice). Feedback on lessons is provided verbally, in writing, and by means of video recording. Workshop facilitators also offer sessions that explore topics related to teaching and learning. ​​• The ISW uses a developmental peer-based approach. • The ISW encourages active, experiential learning and is based on principles of learning-centred instruction. • The ISW raises the awareness of, appreciation of, and sensitivity to the many individual differences— visible and invisible— learners bring to any learning environment. ​
Prerequisite(s):

• No prerequisites are required for this course.

NOTE: All registrants must first contact poly@bcit.ca .​ The Instructional Strategies course provides participants with the opportunity to experience a variety of instructional strategies and techniques, which they can apply to their own teaching practice. Participants will develop and adapt motivational strategies to better engage their students. Participants will use creative techniques and frameworks to help their students learn how to learn and how to think critically and creatively. Participants will discuss strategies for creating an inclusive classroom that is respectful of diversity and removes obstacles to student success, as well as strategies and techniques for building a sense of community amongst learners. They will also learn how to manage classrooms and handle difficult situations in a respectful, professional manner. Principles of universal design for learning will be explored.​
Prerequisite(s):

• S in POLY 1005

NOTE: All registrants must first contact poly@bcit.ca. In this course, learners will examine the who, what, why, when, and how of learning assessment. The course starts with separating the ideas of evaluation and assessment. Learners then revisit and expand on concepts introduced in the ISW: writing learning outcomes, alignment in course design, backwards design, and course goals. Formative assessment is discussed including effective feedback and classroom assessment techniques that can result in motivation and metacognition. Students will then explore assessment design including different types of assessment and their alignment within the course. Design of grading tools will also be explored including rubrics and checklists. Other concepts foundational to good assessment design - validity, reliability, ethics and privacy, and authenticity are woven throughout the course.
Prerequisite(s):

• S in POLY 1005