This workshop focuses on framing classroom expectations from day one to enhance student engagement and promote an inclusive teaching-learning environment. The session will explore shared responsibilities in teaching and learning, clarifying the roles of instructors and students to prevent miscommunication and establish clear, mutual expectations. Participants will examine strategies for structuring feedback throughout their teaching and review examples of activities that encourage student self-reflection. These practices help students make more explicit decisions about their study choices and understand how those decisions influence their learning outcomes. By the end of the workshop, participants will have practical tools to facilitate discussions about classroom expectations and integrate structured feedback into their teaching contexts.
Learning Objectives
- Participants will reflect on and refine their approach to motivating students, providing feedback, and structuring self-reflection.
- Participants will explore ways to facilitate class discussions on the roles and shared responsibilities of instructors and students, recognizing the need to be intentional and explicit.
- Participants will discuss how to establish agreements on classroom responsibilities and set realistic expectations for student learning outcomes.
- Participants will practice how to apply tools for self-reflection and feedback, and consider how to adapt them for use in their own teaching.
MethodsWorkshops in the DCAT teaching qualification program are learner-centered and action-oriented. They work with varying social forms, exercises, group work, reflection and feedback; participants are thus given the opportunity to directly deepen and actively practice what they have learned.
