The core of this course is the Graduate Teaching Program, convened by the Research Student Development Centre, is a semester long program of graduate level seminars and practical activities including planning and delivering lessons, presenting short talks, observation exercises and facilitating small groups. The curriculum is designed to improve participants’ understanding of teaching and learning theories and encourage reflective practice, resulting in improved learning outcomes for their students. This is done in a cumulative fashion week by week, primarily by changing the way participants teach and think about their teaching. Hence the participants in the program become better and more confident and efficient teachers in terms of learning outcomes for the time spent teaching, preparing and marking.

After taking this course participants will:

1. Understand their own teaching and learning styles and preferences and how these influence their approach to teaching and classroom practice in tutorials and laboratories.
2. Understand that students are a diverse group with diverse needs, and develop a range of strategies for dealing with diverse students.
3. Have developed and practiced a range of strategies for dealing with difficult teaching situations
4. Have developed skills in marking and giving feedback to assist them in being efficient and effective in their marking
5. Have developed skills in effectively facilitating small group work including discussions
6. Have become more reflective teachers, allowing them to continue improving their teaching after the program

This course will be graded on a pass-fail basis.

To pass students must attend and actively participate in at least 10 seminar/discussion sessions, complete readings and submit reflective writings on their weekly practice as a teacher in the light of the readings and discussions in the Graduate Teaching Program (GTP).

The reflective writing will consist of :

• 10 online posts of 150 to 250 words linking the student’s current teaching practice to the topic of that week’s GTP discussion or responding to another GTP participant’s post. 

AND

• A 1000 to 1500 word essay to be submitted at the end of the GTP summarising the student’s learning throughout the program, in terms of their own teaching practice and any other important changes in their thinking from the program or their teaching during the semester. This essay should draw on the previous postings, but needs to contain some new insights or observations.

Participation:
    20% (assessed by the course convenor)
Written work:
    40% weekly posting (self and peer assessed)
    40% final essay (assessed by the course convenor)

Approximately 20 hours in class or in observation, plus outside reading and online activities including contributing to online discussions. In addition, participants must be responsible for at least one tutorial or laboratory group in their own area. Approximately 35 to 40 hours in addition to teaching time. 

Admission into an ANU higher degree research program and concurrent employment as a tutor or demonstrator at  ANU or other tertiary institution.

None.

Readings are supplied online via wattle site. Additional readings area available from the Research Student Development Centre and Centre for Education Development and Academic Methods libraries.