College programs in Quebec focus on the development of competencies and the program approach. This workshop will explore the essentials of competency-based programs and the value of a program approach. We will examine the concept of competency, identify the competency’s Bloom taxonomic level, and analyze the objectives and standards that describe a competency.

Learning Outcome: by the end of this workshop participants will be able to identify the essential knowledge, skills and attitudes students will need to acquire to be able to exercise a competency.

In this workshop we will define diagnostic, formative, and summative assessments and explore the following questions: Is assessment different in programs defined by competencies? What are you assessing in competency-based programs? Knowledge? Skills? Attitudes? Competency? What is the Comprehensive Assessment? Reflecting on these questions will help you determine an assessment strategy and choose instruments and methods that will allow you and your program to gather evidence of student success.

Learning Outcome: By the end of this workshop, you should be able to identify the types of assessment appropriate for evaluating student learning and/or competency.

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.

Learning outcome: 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 1.5-hour session we will discuss what makes teaching in Cegep distinct, and review the factors that should be considered when designing your course; We will review the essential components of your course competencies, situate your course within your program 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.

Learning Outcome: By the end of this workshop, participants will have the initial knowledge and resources to be able to start planning a 15-week college course sequence in a supportive and constructive environment.

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.

Learning outcome: 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.

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.

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. With insights from research to guide our exploration, teachers may see 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.