Course Syllabus
A requirement of the program is to create a course syllabus for a class you are currently teaching or would like to teach in the future. Using the principles from the TLC workshop, Syllabus Design, create a learner-centered syllabus for this course and add it to your ePortfolio here in this section with a little introduction about what the course is and what you think the syllabus reflects about your teaching.
Other Teaching Materials
While not a formal requirement for the program, we encourage you to think about adding other examples of teaching materials that best exemplify who you are as a teacher and your approach to teaching (e.g., classroom activities, group projects, sample assignments). Think about the ideas you articulated in your philosophy and try to choose examples which best reflect these ideas. Remember to be selective when choosing what to put here. Pick only the very best examples of what you're trying to demonstrate with respect to your teaching.
When you add them here, include a commentary on why you are showcasing these particular examples. What do they demonstrate? How do they help you accomplish learning?
Other Teaching Materials
While not a formal requirement for the program, we encourage you to think about adding other examples of teaching materials that best exemplify who you are as a teacher and your approach to teaching (e.g., classroom activities, group projects, sample assignments). Think about the ideas you articulated in your philosophy and try to choose examples which best reflect these ideas. Remember to be selective when choosing what to put here. Pick only the very best examples of what you're trying to demonstrate with respect to your teaching.
When you add them here, include a commentary on why you are showcasing these particular examples. What do they demonstrate? How do they help you accomplish learning?
TEACHING METHODS AND STRATEGIES
This section is not formally required to complete the Teaching Preparation Program, but it is an important element of your teaching portfolio, so we encourage you to add something here now (or at least create a place holder here to complete later).
Here you will describe the strategies and methodologies you use to achieve the vision articulated in your teaching philosophy. Think about the specific strategies you use in the classroom. Why do you use them? How do they meet your teaching goals? How would you describe your teaching style? What do you do in the classroom and outside of the classroom? How do you assess learning? What kind of feedback to you give to students (Seldin, Miller and Seldin, 2010)?
When someone reads this section, they should get a clear sense of who you are in the classroom. In your final version of your portfolio, you might consider changing the name of this page to something like Methods, Materials and Student Learning. You can then write about your teaching strategies and intersperse example materials as links or documents throughout the narrative (or as an appendix at the end, if you prefer) as evidence of the types of things you do to support your strategies. That's the benefit of an ePortfolio, it allows you to be more dynamic in your presentation of materials.
Here you will describe the strategies and methodologies you use to achieve the vision articulated in your teaching philosophy. Think about the specific strategies you use in the classroom. Why do you use them? How do they meet your teaching goals? How would you describe your teaching style? What do you do in the classroom and outside of the classroom? How do you assess learning? What kind of feedback to you give to students (Seldin, Miller and Seldin, 2010)?
When someone reads this section, they should get a clear sense of who you are in the classroom. In your final version of your portfolio, you might consider changing the name of this page to something like Methods, Materials and Student Learning. You can then write about your teaching strategies and intersperse example materials as links or documents throughout the narrative (or as an appendix at the end, if you prefer) as evidence of the types of things you do to support your strategies. That's the benefit of an ePortfolio, it allows you to be more dynamic in your presentation of materials.
EVIDENCE OF STUDENT LEARNING IN YOUR COURSES/TEACHING
While not a formal requirement of the program, we encourage you to create a section to showcase student learning in your course. This is a great place to present examples of student work and demonstrate your effectiveness as a teacher. Ideas for documenting student learning include:
- A record of students who have gone on to succeed in the field (e.g., higher-level courses, graduate school, employment)
- Pre and post test exam scores
- Successive drafts of student work
- Student publications/presentations
- Student learning portfolios
- Statements from students on their learning