HomePublicationsTILTed Pedagogy Book Resources Book MenuTILTed Pedagogy SectionsSection 1Section 2Section 3Section 4ChaptersChapter 1Chapter 2Chapter 3Chapter 4Chapter 5Chapter 6Chapter 7Chapter 8Chapter 9Chapter 10Chapter 11Chapter 12Chapter 13Chapter 14Chapter 15Chapter 16Book Resources This page includes original resources created for TILTed Pedagogy to accompany the assignments and approaches featured throughout the book. These adaptable materials include guides, worksheets, templates, rubrics, examples, and other instructional tools designed to support implementation in diverse teaching contexts. Additional resources such as recommended readings and web-based tools are available within each chapter’s page. Reading Group Guide The Reading Group Guide [PDF] contains discussion questions to facilitate group reading. There are additional discussion questions for each section and chapter in section and chapter webpages. Chapter 3 Reflection Worksheet 1 [PDF] [Word] is revision of the reflective portion of the assignment in the form of a worksheet, in the hopes of engaging students who respond more easily to a structured reflection process. Reflection Worksheet 2 [PDF] [Word] is a potential addition to this process in the form of a (reflective) peer review worksheet; the combination of reflective writing and peer review allows students to engage with multiple perspectives simultaneously, while also positioning them as expert readers in their own right. Chapter 4 In this section we share resources we have created to support two-pass assignments, including an infographic of general guidelines and expectations for assignments in MATH 1200, mock solutions to a problem with formative feedback, and a worksheet with prompts for an activity evaluating proofs by induction that could be used to help students practice peer-assessment and giving formative feedback. To assist students with their reflection, we also include an interactive questionnaire, where students can self-assess their successful completion of the specifications for the course. General Assignment Expectations [PDF] [Word] Mock Solution 1 with Formative Feedback [PDF] Mock Solution 2 with Formative Feedback [PDF] Worksheet/Prompts for Evaluating Proofs by Induction [PDF] [Word] Review and Self-assessment of MATH 1200 Learning Outcomes [Interactive Questionnaire] Chapter 5 The Goal Setting Worksheet [PDF] [Word] encourages students to explore both the most ideal outcomes for the course topic under consideration, as well as the worst possible outcomes. Doing so aids students in further reflection on key differences between potential positive and negative trajectories, as well as ways of encouraging positive outcomes. This worksheet emphasizes the theme of alternative futures, which refers to the fact that there are infinite possibilities for the future, and decisions made today shape which possibilities become reality. Stakeholder Analysis Worksheet 1 [PDF] [Word] invites students to list potential stakeholders in the course topic and suggest their concerns about the past or present, as well as their goals or hopes for the future. This worksheet also invites students to list themselves as stakeholders. Stakeholder Analysis Worksheet 2 [PDF] [Word] provides an option for organizing a list of stakeholders, through reflecting on the differing levels of power and interest stakeholders have over a topic and plotting them in a four-quadrant chart. I have found this second worksheet particularly useful in the context of class discussion, whether in person or on a discussion board in an online class, because it helps students deliberate with one another about their reasoning behind placing particular stakeholders in the locations on the chart. Chapter 6 This Email/Zoom Negotiation Rubric [PDF] [Word] is used to evaluate student performance in the email and Zoom-based negotiation assignment. It assesses both the process and outcomes of negotiation, with attention to preparation, communication, analytical reasoning, and reflective insight. Chapter 7 This Peer Modified Rubric [PDF] [Word] guides students in evaluating their peers’ work with attention to disciplinary expectations and criteria-based assessment. Students use a modified version of a research paper rubric as part of the peer review process (see Gottfried, Vosmik, and Johnson 2009). A structured Peer Review Worksheet [PDF] [Word] designed to support students in providing focused, constructive feedback during the peer review process. An Annotated Course Schedule [PDF] [Word] outlines the sequence of activities that scaffold and prepare students for the peer review assignment. These preparatory steps are intentionally designed to build skills and support successful participation in the peer review process. For example, students submit a “response to the editor” letter alongside their final draft. In this letter, they explain how they addressed peer feedback in their revision process. While this activity is directly connected to peer review, it functions as a separate assessment component focused on revision and reflective writing. Chapter 10 In Example 1: Vocal Solo Part Mark-Up, students engage in guided annotation of a vocal score excerpt to support close reading of musical, textual, and interpretive elements. This exercise helps students connect notation to performance decisions and develop disciplined rehearsal strategies. Excerpt from Gabriel Fauré’s Chanson d’amour, from 2 Songs, Op. 27 (1882). Published by J. Hamelle. In Example 2: Instrumental Solo Part Mark-Up, students complete a structured mark-up of an instrumental repertoire excerpt, focusing on phrasing, technical challenges, and interpretive planning. This assignment supports the development of analytical listening and intentional practice habits. Excerpt from Philippe Gaubert’s Nocturne et Allegro Scherzzando for flute and piano. Source: Philippe Gaubert, Nocturne et Allegro Scherzzando for flute and piano, in Music by French Composers (New York: G. Schirmer). Example 3: Voice Studio Onboarding Exercise[PDF] [Word] is for students new to the voice studio that clarifies expectations, performance requirements, and goal-setting processes. Students respond to guided reflective prompts and develop a semester-long practice and performance plan to support independent learning and skill progression. Example 4: Sample Monthly/Weekly Preparation Plan (Voice Student) [PDF] [Word] models effective practice organization, repertoire breakdown, and incremental skill development. This example demonstrates how structured planning supports consistent progress, reflection, and performance readiness over time. Chapter 14 TILTed Assignment Guidelines in Multiple Representations Written Instructions [PDF] [Word] provide step-by-step instructions for completing the Lesson Plan Adaptation Project, including pre-assessment, guided practice, peer review, revision, and presentation activities. Lesson Plan Template [PDF] [Word] guides teacher candidates in developing and documenting adaptations for students with disabilities across learning environments, instruction, materials, and assessment. Grading Rubric [PDF] [Word] evaluates candidates’ lesson plan adaptations, including their understanding of student needs, quality of adaptations, and supporting rationales. Share:
