Instructor: Brian White 68-120c, x3-1734, brian.white@umb.edu
8 meetings: 10:00 AM - noon in 66-156 on the following dates:
Fri Jan 10; mon-fri Jan 13-17; tues & weds Jan 21, 22
Credit: 3 units P/F
Enrollment limited to 8 students.
Capsule Description:
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An intensive, subject-independent, introduction to teaching recitation
sections: lecturing; leading discussions; problem-solving; writing and
grading problem sets and exams; and dealing with common classroom
situations. We will focus on learning by discussion of others' teaching.
We will begin each topic by discussing of basic principles and
techniques; participants will then take turns giving a lecture, leading
a discussion, etc., followed by class discussion and critique.
Attendance at all sessions is required.
In general, the course will cover these topics:
(1) Lecturing
(2) Discussion
(3) Writing & grading problem sets & exams
We will start each section with a presentation about the general issues.
The class members will then prepare their own presentations (lecture,
discussion, etc.). The next day, we will observe & discuss the
presentation of class members (e.g. giving a lecture, etc.).
Schedule:
Preparation for day 1:
Think about the following questions (we will discuss them in class):
Part 1:
(1) What is the purpose of section?
(2) What is the role of the TA in teaching sections?
(3) What are the expectations of the TA - yours, your students', the
lecturers'?
(4) Consider the following statement: "One of the biggest myths about
teaching is that good teaching means having a good explanation."
Part 2:
(5) What is the purpose of giving a lecture in recitation section - when
would it be useful and why?
(6) What is the general structure of a lecture?
(7) How can you gauge how long a lecture will take?
(8) How can you make a lecture more interactive - why & when would this
be useful?
(9) Using the blackboard; what do you do when you take notes? what are
your "pet peeves" about blackboard use? how do you know what to write on
the board?
(10) What are the advantages & disadvantages of overheads? colored
chalk? slides?
(11) How do you decide whether it would be appropriate to give a lecture
or work a problem?
Also, I will have copies of the diagrams, etc. from a calculus
lecture. Pick these up from my office and use them to sketch a plan of
how you would give this lecture. These notes are also available electronically.
What would you say in your introduction? as you present the material?
as a conclusion? Be prepared to present & discuss these on day 1.
Day 1 (Friday January 10):
- Introduction - the role of the TA & the purposes of section
- Lecturing - How to. Tips on lecturing & using the blackboard, etc.
Preparation for day 2 & 3:
Prepare a 10-minute lecture on something you are likely to be presenting
as a TA.
Day 2 (Monday, January 13):
- 3-4 of the class members give 10 minutes each of lecture, which will
be videotaped & played back with discussion of lecturing techniques.
Day 3 (Tuesday, January 14):
- remainder of class members give 10 minutes each of lecture, which is
videotaped & played back with discussion of lecturing techniques.
Preparation for day 4:
Part 1:
Consider what we have seen of the class-members' lectures. What general
tips can we abstract from these & how can we use them in our sections?
Part 2:
Think about the following questions (we will discuss them in class):
(1) What is the purpose of having a discussion?
(2) How do you choose an appropriate problem for discussion?
(3) How do you decide whether to have the students work in groups?
(4) What do you write on the board during a discussion?
(5) How directive should you be; what is the difference between a
discussion and a "bull session"?
(6) How do you create a climate that encourages discussion?
(7) How do you deal with "wrong answers"? distracting questions?
(8) How do you decide which questions to answer?
Day 4 (Wednesday January 15):
- Discussion of lecture techniques & style (wrap up).
- Discussion leading - How to.
Preparation for day 5:
Two volunteers will prepare a problem or case for discussion by our class.
Begin reading article: "Interpreting Students' and
Teachers' Discourse in Science classes: An underestimated problem?"
Klaassen & Lijnse; Journal of Research in Sceince Teaching 33:115-134 (1996)
(copies handed out on day 4).
Day 5 (Thursday January 16):
- 2 members of the class lead brief discussions, which are videotaped
& played back for discussion of classroom climate, etc.
Preparation for day 6:
Part 1:
Consider what we have seen of the class-members' discussions. What
general tips can we abstract from these & how can we use them in our
sections?
Finish reading article handed out on day 4 & consider the following questions:
(1) Compare & contrast the three views of Jane's answers presented in the paper (misconceptions, constructivism, & "language").
(2) How could "Jane" appear in the discussions we have seen in this class; think of "puzzling responses" that students might have: what would they mean and how
would you deal with them?
Part 2:
Think about the following questions (we will discuss them in class):
(3) What is the purpose of problem sets?
(4) What makes a "good" problem set question? a "bad" problem set
question?
(5) How can you use problem set questions to see if the students really
understand the material? What do you mean by "really understand the
material"?
Look over the sample problem set (copies handed out on day 5) and consider the following questions:
(6) What material is covered by this problem set?
(7) What would the students need to know in order to do these problems?
(8) What would the students learn from doing these problems?
Day 6 (Friday January 17):
- Discussion of discussion leading (wrap-up).
- Problem set/exam writing - How to.
Preparation for day 7:
Prepare a problem set or exam question. These will be due in Brian's
office (68-120) monday morning - I will make copies for all to pick up and work
them before class on tuesday.
Day 7 (Tuesday January 21):
- Discussion of PS/exam questions written by class members.
Preparation for day 8:
Part 1:
Read over Practice Grading Problem (a sample problem with student
solutions - handed out on day 7) and assign points to student answers.
Part 2:
Read over teaching scenarios (handed out on day 7) and be prepared to
discuss them.
Day 8 (Wednesday January 22):
- Discussion of issues in grading.
- Discussion of teaching cases.