Kanerahtiio Hemlock’s presentation will put Truth and Reconciliation into an historical context from a Mohawk perspective. By the end of the presentation, participants will better understand implications for educational institutions. We will also discuss what the way forward looks like.

A question and answer period will follow.

This workshop is designed for teachers who are new to using Moodle's Gradebook feature. In this workshop, participants will learn the basics of setting up a gradebook, creating grade categories and items, and calculating grades using different methods. They will also explore advanced features like drop lowest, extra credit, and weighting grades.

This workshop is for teachers who are unfamiliar or new to using Turnitin. We will cover the basics of how Turnitin works, take a high-level look at some of the reports it generates, as well as discussing some of its drawbacks and limitations. Finally, we’ll look at how to use Turnitin in both LEA and Moodle, including letting you know about a few problems your students might meet.

This workshop is for teachers who are unfamiliar or new to using Turnitin. We will cover the basics of how Turnitin works, take a high-level look at some of the reports it generates, as well as discussing some of its drawbacks and limitations. Finally, we’ll look at how to use Turnitin in both LEA and Moodle, including letting you know about a few problems your students might meet.

College programs in Quebec focus on the development of competencies and the program approach. During this presentation, we will examine program objectives and standards, and types of competencies. By the end of the presentation, participants should be able to identify and interpret the objectives, standards, and competency(ies) assigned to their course(s).

Evaluation or assessment can support student progress, inform pedagogy and provide evidence of learning. During this presentation we will review definitions and examples of diagnostic, formative, and summative assessments, examine the concept of the comprehensive examination and discuss why and what teachers assess. We will also discuss the difference between evaluating knowledge, skill, competency, and the integration of learning. By the end of the presentation, participants will be able to plan an assessment strategy based on course competencies and instructional context. 

Enhance your classroom management skills and create an engaging learning environment with this hands-on workshop. Discover proactive strategies that will positively influence student behavior, maximize instructional time, and minimize disruptions. By the end of this workshop, participants will be able to apply proactive strategies to effectively manage their classrooms, establish a positive and engaging learning environment, and address problematic student behavior with confidence and efficiency.

In this session, we will discuss what makes CEGEP teaching unique. We will review the essential components of a course competency and examine how the course might fit into a program. We will highlight the factors to consider in designing the most effective version of your course and introduce you to a pedagogical design framework that will ensure your course is aligned and structured in a way that supports your students’ success.

By the end of this session, participants will be able to explain the particularities of CEGEP teaching and situate course competency/competencies in their program. Additionally, they will be able to recognize the course components necessary to design an aligned course, using the Backwards Design framework.

In this interactive workshop, participants explore the components and purpose of constructive feedback in achieving learning or performance goals. Practical tools that may enable a feedback mindset, such as the “Micro-Yes” (Renniger, 2020), or promote student agency in the feedback process, such as Pendleton Rules (Pendleton, 1984) are introduced.

This session will introduce participants to ChatGPT, discuss some of the implications of this technology on the practice of teaching, and look at how it could possibly be used in the classroom. There will also be a discussion about ethical and legal considerations, as well as a look at here it is already being used.

This series of workshops will explore multiple themes related to Indigenous issues in college education. Complete descriptions will be updated in the fall.

This series of workshops will be presented by Kanerahtiio Hemlock from the Office of Academic Development.

This session will introduce participants to ChatGPT, discuss some of the implications of this technology on the practice of teaching, and look at how it could possibly be used in the classroom. There will also be a discussion about ethical and legal considerations, as well as a look at here it is already being used.

Evaluation or assessment can support student progress, inform pedagogy and provide evidence of learning. During this presentation we will review definitions and examples of diagnostic, formative, and summative assessments, examine the concept of the comprehensive examination and discuss why and what teachers assess. We will also discuss the difference between evaluating knowledge, skill, competency, and the integration of learning. By the end of the presentation, participants will be able to plan an assessment strategy based on course competencies and instructional context. 

College programs in Quebec focus on the development of competencies and the program approach. During this presentation, we will examine program objectives and standards, and types of competencies. By the end of the presentation, participants should be able to identify and interpret the objectives, standards, and competency(ies) assigned to their course(s).

In this interactive workshop, participants explore the components and purpose of constructive feedback in achieving learning or performance goals. Practical tools that may enable a feedback mindset, such as the “Micro-Yes” (Renniger, 2020), or promote student agency in the feedback process, such as Pendleton Rules (Pendleton, 1984) are introduced.

College programs in Quebec focus on the development of competencies and the program approach. During this presentation, we will examine program objectives and standards, and types of competencies. By the end of the presentation, participants should be able to identify and interpret the objectives, standards, and competency(ies) assigned to their course(s).

Evaluation or assessment can support student progress, inform pedagogy and provide evidence of learning. During this presentation we will review definitions and examples of diagnostic, formative, and summative assessments, examine the concept of the comprehensive examination and discuss why and what teachers assess. We will also discuss the difference between evaluating knowledge, skill, competency, and the integration of learning. By the end of the presentation, participants will be able to plan an assessment strategy based on course competencies and instructional context. 

In this interactive workshop, participants explore the components and purpose of constructive feedback in achieving learning or performance goals. Practical tools that may enable a feedback mindset, such as the “Micro-Yes” (Renniger, 2020), or promote student agency in the feedback process, such as Pendleton Rules (Pendleton, 1984) are introduced.

College programs in Quebec focus on the development of competencies and the program approach. During this presentation, we will examine program objectives and standards, and types of competencies. By the end of the presentation, participants should be able to identify and interpret the objectives, standards, and competency(ies) assigned to their course(s).

Being a college teacher is challenging cognitively, socially, even physically. The role is complex as teachers strive to meet pedagogical, institutional, professional, and personal goals -- not the least of which is student success. What is often ignored, or at least misunderstood, is the role of teacher emotions and the labour required in the regulation of those feelings as teachers strive to do their job and meet these goals with integrity. With insights from research to guide our exploration, this workshop will provide an opportunity to reflect on teacher emotions and the factors involved in some of the difficult parts of our work, particularly feelings of aggravation and their management in the classroom.

By the end of this workshop teachers will be able to create a path toward successful emotion regulation that will support their resilience and well-being, enabling them to provide a safe and effective learning environment for students.

Evaluation or assessment can support student progress, inform pedagogy and provide evidence of learning. During this presentation we will review definitions and examples of diagnostic, formative, and summative assessments, examine the concept of the comprehensive examination and discuss why and what teachers assess. We will also discuss the difference between evaluating knowledge, skill, competency, and the integration of learning. By the end of the presentation, participants will be able to plan an assessment strategy based on course competencies and instructional context. 

In this session, we will discuss what makes CEGEP teaching unique. We will review the essential components of a course competency and examine how the course might fit into a program. We will highlight the factors to consider in designing the most effective version of your course and introduce you to a pedagogical design framework that will ensure your course is aligned and structured in a way that supports your students’ success.

By the end of this session, participants will be able to explain the particularities of CEGEP teaching and situate course competency/competencies in their program. Additionally, they will be able to recognize the course components necessary to design an aligned course, using the Backwards Design framework.

Enhance your classroom management skills and create an engaging learning environment with this hands-on workshop. Discover proactive strategies that will positively influence student behavior, maximize instructional time, and minimize disruptions. By the end of this workshop, participants will be able to apply proactive strategies to effectively manage their classrooms, establish a positive and engaging learning environment, and address problematic student behavior with confidence and efficiency.

Kanerahtiio Hemlock’s presentation will put Truth and Reconciliation into an historical context from a Mohawk perspective. By the end of the presentation, participants will better understand implications for educational institutions. We will also discuss what the way forward looks like.

A question and answer period will follow.

College programs in Quebec focus on the development of competencies and the program approach. During this presentation, we will examine program objectives and standards, and types of competencies. By the end of the presentation, participants should be able to identify and interpret the objectives, standards, and competency(ies) assigned to their course(s).

Enhance your classroom management skills and create an engaging learning environment with this hands-on workshop. Discover proactive strategies that will positively influence student behavior, maximize instructional time, and minimize disruptions. By the end of this workshop, participants will be able to apply proactive strategies to effectively manage their classrooms, establish a positive and engaging learning environment, and address problematic student behavior with confidence and efficiency.

Providing effective feedback is an essential aspect of teaching, and Moodle offers a range of features to support this process. In this workshop we will focus more on why you might use a particular feedback tool and less on how.

This series of workshops will explore multiple themes related to Indigenous issues in college education. Complete descriptions will be updated in the fall.

This series of workshops will be presented by Kanerahtiio Hemlock from the Office of Academic Development..

Evaluation or assessment can support student progress, inform pedagogy and provide evidence of learning. During this presentation we will review definitions and examples of diagnostic, formative, and summative assessments, examine the concept of the comprehensive examination and discuss why and what teachers assess. We will also discuss the difference between evaluating knowledge, skill, competency, and the integration of learning. By the end of the presentation, participants will be able to plan an assessment strategy based on course competencies and instructional context. 

Providing effective feedback is an essential aspect of teaching, and Moodle offers a range of features to support this process. In this workshop we will focus more on why you might use a particular feedback tool and less on how.

This workshop will take the form of a round table where we will collaboratively interrogate the assessment methods used by teachers in their Moodle courses.

The workshop will take the form of a round table where we will collaboratively interrogate the assessment methods used by teachers in their Moodle courses. By the end of this workshop teachers will have a better understanding of the proper assessment tools to support their pedagogy.

In this session, we will discuss what makes CEGEP teaching unique. We will review the essential components of a course competency and examine how the course might fit into a program. We will highlight the factors to consider in designing the most effective version of your course and introduce you to a pedagogical design framework that will ensure your course is aligned and structured in a way that supports your students’ success.

By the end of this session, participants will be able to explain the particularities of CEGEP teaching and situate course competency/competencies in their program. Additionally, they will be able to recognize the course components necessary to design an aligned course, using the Backwards Design framework.

The workshop will provide teachers with an overview of creating engaging and visually appealing experiences using Moodle. Participants will explore various design principles and best practices, learn how to switch to different themes and how to customize the appearance for their courses. The workshop will also cover sourcing images, videos as well as how to properly embed them into the course. By the end of the workshop teachers will be more familiar with the design capabilities of Moodle and be able to apply them to their own courses.

The workshop will provide teachers with an overview of creating engaging and visually appealing experiences using Moodle. Participants will explore various design principles and best practices, learn how to switch to different themes and how to customize the appearance for their courses. The workshop will also cover sourcing images, videos as well as how to properly embed them into the course. By the end of the workshop teachers will be more familiar with the design capabilities of Moodle and be able to apply them to their own courses.

This series of workshops will explore multiple themes related to Indigenous issues in college education. Complete descriptions will be updated in the fall.

This series of workshops will be presented by Kanerahtiio Hemlock from the Office of Academic Development.

College programs in Quebec focus on the development of competencies and the program approach. During this presentation, we will examine program objectives and standards, and types of competencies. By the end of the presentation, participants should be able to identify and interpret the objectives, standards, and competency(ies) assigned to their course(s).

Evaluation or assessment can support student progress, inform pedagogy and provide evidence of learning. During this presentation we will review definitions and examples of diagnostic, formative, and summative assessments, examine the concept of the comprehensive examination and discuss why and what teachers assess. We will also discuss the difference between evaluating knowledge, skill, competency, and the integration of learning. By the end of the presentation, participants will be able to plan an assessment strategy based on course competencies and instructional context. 

Enhance your classroom management skills and create an engaging learning environment with this hands-on workshop. Discover proactive strategies that will positively influence student behavior, maximize instructional time, and minimize disruptions. By the end of this workshop, participants will be able to apply proactive strategies to effectively manage their classrooms, establish a positive and engaging learning environment, and address problematic student behavior with confidence and efficiency.

In this interactive workshop, participants explore the components and purpose of constructive feedback in achieving learning or performance goals. Practical tools that may enable a feedback mindset, such as the “Micro-Yes” (Renniger, 2020) or to promote student agency in the feedback process, such as Pendleton Rules (Pendleton, 1984) are introduced. By the end of this workshop, participants will be able to effectively provide constructive feedback to students, utilizing practical tools and strategies to promote student agency and minimize defensive reactions, fostering a positive and productive learning environment.

College programs in Quebec focus on the development of competencies and the program approach. During this presentation, we will examine program objectives and standards, and types of competencies. By the end of the presentation, participants should be able to identify and interpret the objectives, standards, and competency(ies) assigned to their course(s).

Evaluation or assessment can support student progress, inform pedagogy and provide evidence of learning. During this presentation we will review definitions and examples of diagnostic, formative, and summative assessments, examine the concept of the comprehensive examination and discuss why and what teachers assess. We will also discuss the difference between evaluating knowledge, skill, competency, and the integration of learning. By the end of the presentation, participants will be able to plan an assessment strategy based on course competencies and instructional context. 

In this interactive workshop, participants explore the components and purpose of constructive feedback in achieving learning or performance goals. Practical tools that may enable a feedback mindset, such as the “Micro-Yes” (Renniger, 2020) or to promote student agency in the feedback process, such as Pendleton Rules (Pendleton, 1984) are introduced. By the end of this workshop, participants will be able to effectively provide constructive feedback to students, utilizing practical tools and strategies to promote student agency and minimize defensive reactions, fostering a positive and productive learning environment.

This series of workshops will explore multiple themes related to Indigenous issues in college education. Complete descriptions will be updated in the fall.

This series of workshops will be presented by Kanerahtiio Hemlock from the Office of Academic Development.

In this interactive workshop, participants explore the components and purpose of constructive feedback in achieving learning or performance goals. Practical tools that may enable a feedback mindset, such as the “Micro-Yes” (Renniger, 2020) or to promote student agency in the feedback process, such as Pendleton Rules (Pendleton, 1984) are introduced. By the end of this workshop, participants will be able to effectively provide constructive feedback to students, utilizing practical tools and strategies to promote student agency and minimize defensive reactions, fostering a positive and productive learning environment.

Evaluation or assessment can support student progress, inform pedagogy and provide evidence of learning. During this presentation we will review definitions and examples of diagnostic, formative, and summative assessments, examine the concept of the comprehensive examination and discuss why and what teachers assess. We will also discuss the difference between evaluating knowledge, skill, competency, and the integration of learning. By the end of the presentation, participants will be able to plan an assessment strategy based on course competencies and instructional context. 

College programs in Quebec focus on the development of competencies and the program approach. During this presentation, we will examine program objectives and standards, and types of competencies. By the end of the presentation, participants should be able to identify and interpret the objectives, standards, and competency(ies) assigned to their course(s).

College programs in Quebec focus on the development of competencies and the program approach. During this presentation, we will examine program objectives and standards, and types of competencies. By the end of the presentation, participants should be able to identify and interpret the objectives, standards, and competency(ies) assigned to their course(s).

Evaluation or assessment can support student progress, inform pedagogy and provide evidence of learning. During this presentation we will review definitions and examples of diagnostic, formative, and summative assessments, examine the concept of the comprehensive examination and discuss why and what teachers assess. We will also discuss the difference between evaluating knowledge, skill, competency, and the integration of learning. By the end of the presentation, participants will be able to plan an assessment strategy based on course competencies and instructional context. 

In this session, we will discuss what makes CEGEP teaching unique. We will review the essential components of a course competency and examine how the course might fit into a program. We will highlight the factors to consider in designing the most effective version of your course and introduce you to a pedagogical design framework that will ensure your course is aligned and structured in a way that supports your students’ success.

By the end of this session, participants will be able to explain the particularities of CEGEP teaching and situate course competency/competencies in their program. Additionally, they will be able to recognize the course components necessary to design an aligned course, using the Backwards Design framework.