UVic Teach Anywhere

Resources and Supports for Teaching

Context: Points to consider

Course background

  • How many students are in the course?
  • Is it lower level, upper level or graduate level?
  • How long and frequent are the class meetings?
  • Will the class be taught online, in classroom and/or in lab?
  • Are there competencies related to the university, the profession, or society as a whole?

Subject matter

  • What core concepts are taught?
    Fewer is better, think quality over quantity

Learner characteristics

  • What is the typical life situation of the students?
  • What prior knowledge/experiences do your students have?
  • What will be the learning goals and expectations of the students?

Teacher characteristics

  • What are your beliefs about the relation of teaching and learning?
  • What are your particular strengths in teaching this course?
  • What are your expectations of students in this course?

How do you meet the needs of your students?

Review the Universal Design for Learning (UDL)

  1. Adapted from Fink, D. (2003). A Self-Directed Guide to Designing Courses for Significant Learning. Retrieved from http://www.deefinkandassociates.com/

We are here to help!

Access your LTSI Faculty Support Team & supports in four ways:

We acknowledge and respect the lək̓ʷəŋən peoples on whose traditional territory the University of Victoria stands, and the Songhees, Esquimalt and W̱SÁNEĆ peoples whose historical relationships with the land continue to this day.