The teaching philosophy statement is a required part of most academic job applications and is often required in the faculty tenure and promotion process. By articulating your motivation for and perspective on teaching, you can surface the underlying assumptions you have about teaching and learning—a critical step in developing your teaching skills. This workshop seeks […]
In this structured peer review exercise, you will give and receive feedback from your peers on your teaching philosophy statement drafts. After completing Part 2 and incorporating feedback, participants are eligible to schedule a consultation with a TLL staff member for additional feedback on their teaching philosophy statement. Facilitator: Ben Hansberry Learning Outcomes Recognize characteristics […]
This informal discussion and networking series is for MIT staff who are interested in keeping the conversation going in between Data Talks workshops, with the intention of building our community. Join us for this 30-minute informal breakout session, centering on the advantages and challenges of working with data (from home) since the onset of Covid-19. The […]
Students’ ability to learn effectively is greatly affected by their social lives and emotional state, both inside and outside of the classroom. As we approach another tense and fraught election in the United States, many students—regardless of their political leanings—feel anxious about the election and can feel frustrated and distracted when faculty act as though nothing momentous is going on.
Over the past 20 years, multiple stakeholders have identified and recommended improvements for first-year advising at MIT. More recently, students who participated in the Designing the First Year Experience undergraduate class in the spring of 2018 identified advising as a key priority. In response, the Teaching + Learning Lab (TLL), the Office of the Vice Chancellor […]
If you are TAing or will TA in the future as a non-native English speaker, we are hosting a panel discussion for English as a Second Language (ESL) TAs, in which experienced ESL TAs will share their stories and answer your questions on teaching. Panelists will share how they overcame challenges the same challenges you […]
Data work is often thrust upon teams of people who already have a day job. Data teams are thrown together and data leaders have to overcome various data divides. This session will explore the evidence-based data literacy continuum that bridges these data divides. Data leaders will leave with a framework they can use to foster […]
Student learning and well-being are supported by the presence of a cohesive classroom community, both in face-to-face learning as well as remote learning. On Nov 19, 2020, Open Learning and TLL cohosted this xTalk panel discussion, in which MIT instructors Simona Socrate, Ari Epstein, and Kang Zhou share how they have built and maintained community while teaching in […]
The Lesson Planning Track is a sequence of 3 workshops focused on preparing an effective lesson plan for a class session or recitation, developing skills for classroom presentation and effective classroom activities, and giving formative feedback to students.
The Teaching + Learning Lab and Open Learning are cohosting an IAP panel discussion for faculty and instructors on innovative assessments and assignments for remote subjects. Panelists will discuss a spectrum of assessment and assignment options and share their unique approaches and decision-making processes. We will have an opportunity to reflect together as panelists consider […]
The Lesson Planning Track is a sequence of 3 workshops focused on preparing an effective lesson plan for a class session or recitation, developing skills for classroom presentation and effective classroom activities, and giving formative feedback to students.
To support TAs across MIT in developing the foundational skills and knowledge need to succeed in their roles, we offer a series of workshops called TA Days. The next session, TA Days Winter 2021 (spanning February 2 – 11), aims to help you prepare for the spring semester.
