Foundations of Pedagogy 1

To register for the Fall 2019 session, please fill out the form below.


At the end of the one-term course, you will be able to use concepts in evidence-based teaching to effectively teach a lesson in a STEAM undergraduate classroom, with emphasis on alignment of learning objectives, activities and assessment. While there will be a focus on STEAM, the concepts are transferable to other disciplines and UBC graduate students from all disciplines are invited to participate.



Successful completion involves participation in 7 out of 8 classes including pre-work, teaching one 10 minute mini-lesson and writing a first draft of your teaching portfolio. Upon completion, you will be awarded CIRTL Associate status.

There are no pre-requisites to participate in this course. The concepts are similar to what is covered in an ISW with a more emphasis on theory. Previous students who had taken an ISW prior to FoP1 said that both courses complement each other well.

Registration will be allocated by name draw.


  • Ambrose, SA, Bridges, MW, DiPietro, M, Lovett, MC, Norman, MK (2010) How Learning Works: 7 Research-Based Principles for Smart Teaching. Jossey-Bass Publishers.

Impact on your career

“I just wanted to let you both know I was offered the position at XX State University!  I’m pretty excited & blown away with this opportunity, and can’t think of a better environment to have practiced and developed my example lesson than the Foundations of Pedagogy classroom.  Thank you again for your time / effort in running FOP, and especially for giving me that additional direction with the teaching exercise.  It’s been a crazy few months, and I’m super thankful to have been a part of CIRTL at UBC and to meet you all!” – FoP1 student

Course Schedule

Week 1: Introduction to STEM teaching

Learning Objectives:

  • Formulate your individual teaching development goals
  • Reflect on your teaching teaching philosophy

Week 2: How People Learn (Theories of Learning)

Learning Objectives:

  • Relate theories of learning to your own experience.
  • Contrast novice and experts approaches to learning
  • Describe how students’ prior knowledge and metacognition influence learning


Week 3: Designing Well Aligned Lessons

Learning Objectives:

  • Formulate a learning objective for your STEM mini lesson
  • Develop well aligned active learning and assessment techniques
  • Give and receive meaningful feedback on any lesson plan

Week 4: Learning Objectives

Learning Objectives:

  • Design realistic, achievable, measurable and student-centered learning objectives
  • Analyze any learning objective with respect to Bloom's Taxonomy.


Week 5: Active Learning

Learning Objectives:

  • Describe several common STEM active learning strategies
  • Evaluate active learning strategies in light of theories of learning


Week 6: Assessment that Support Student Learning

Learning Objectives:

  • Describe several assessment techniques and recognize their alignment with particular types of learning goals.
  • Evaluate assessment techniques as learning/feedback opportunities


Week 7: Learning Through Diversity

Learning Objectives:

  • Define diversity, equity and inclusion, and their implications for the classroom
  • Implement strategies for creating equitable and inclusive classrooms


Week 8: Teaching Portfolio

Learning Objectives:

  • Refine your statement of teaching philosophy
  • Identify at least one idea for each component of your teaching portfolio
  • Define at least 1 next-step to preparing your teaching portfolio0


Time and Location

Workload: 8 sessions of 2 hours plus 2-3 h homework per week

Foundations of Pedagogy 1 is offered once per semester. The next course will start on Oct 02, 2019 and will run 8 consecutive Wednesdays from 3:00 – 5:00 pm.

To sign up for FoP1, please follow this link: