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SEPTEMBER 17, 2014 JULIE MUELLER STAN MICKLAVZINA PHYSICS COORDINATOR TEP.UOREGON.EDU Physics Training Sessions.

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Presentation on theme: "SEPTEMBER 17, 2014 JULIE MUELLER STAN MICKLAVZINA PHYSICS COORDINATOR TEP.UOREGON.EDU Physics Training Sessions."— Presentation transcript:

1 SEPTEMBER 17, 2014 JULIE MUELLER STAN MICKLAVZINA PHYSICS COORDINATOR TEP.UOREGON.EDU Physics Training Sessions

2 Goals for this morning Help you understand:  Your job responsibilities  Who your students are Start you thinking about best practices in teaching. Make a list of items for you to consider before the first day. Suggestions for engineering a good first day of class.

3 This afternoon and tomorrow This afternoon  Practice with interactive tutorials.  Course planning Thursday morning  Talk about, practice grading  Panel discussion with experienced GTFs.  Practice dealing with dilemmas Thursday afternoon: Lab with Josh Peterson

4 What is your job as a GTF? In the Tutorial Room or Lab:  Provide support for expts.  To make students think!  Lab and Tutorial Room tidy at end Office hours, Drop-in Center Grading Helping students learn!

5 A good instructor is… Enthusiastic Organized Fair Responsive An effective communicator Perceptive Skilled in guiding students to understanding Prompt Empathetic Safe

6 Who are your students? Demographics Example: Introductory Physics (201), Fall 2013, Service Course.  660 students  Roughly 50/50 male and female.  Premeds: many juniors and have had calculus but take the non-calc course. Mathematically ok  Architecture Students (PHYS 201 and 202) Mathematically weak.  Biology, Chem, Geology, Computer Science majors All levels people-in-insurance/blank-face-3/

7 Ethnicity (for General Chemistry) Number of students

8 What don’t these numbers tell us? Income level Job? Kids? First generation in college? Major Learning style Age Ethnicity Year in school All these attributes affect the student’s point of view! success.jpg.crop_display.jpg New events

9 A Common Experience with Card Sorting… Card Sorting Task With your partner, remove the 9 cards from your envelope. Together, sort these cards into groups based on… a fundamental organization of superheroes The only guidelines are that… – each card must belong to only one group – your team must have at least 2 & less than 9 groups Once you have formed your groups, decide on a name that for each group that reflects why you put them together. Happy card sorting!

10 What were some of your approaches to sorting superheroes?

11 How Do Superhero Novices Sort? Robot Type Flying Type Animal Type Novices sort based on Variations of Appearance… “SURFACE FEATURES”

12 How Do Superhero Experts Sort? The Avengers Justice League X-Men Experts sort based on Superhero Team… “DEEP FEATURE”

13 How Do Superhero Experts Sort? DC Comics Or sometimes based on Publisher… another “DEEP FEATURE” STRUCTURE of card sort reflects… STRUCTURE of KNOWLEDGE… which reflects EXPERTISE!

14 Constructivism People learn by constructing their own knowledge Prior knowledge affects learning ism/

15 Learning styles https://cdn2.content.compendiumblog.com/uploads/user/9349bb9b-a4ef d-f78d84f42ca6/9e3cb6d4-ee21- 4d e/Image/25535effcb3ed6adb633d8f6e0a07dd3/learning_types.jpg Draw a graph and talk about it Labs are great!

16 For the student For the instructor Consideration of learning styles reemphasizes metacognition Keep diversity of learning styles in mind Offer a variety of activities. What works:  Reinforcement of material  Regular feedback to students about learning  Instruction that requires a metacognitive approach (goals, strategies, monitoring progress) Awareness of learning styles

17 Presentation style Avoid lecturing when possible

18 Be a guide: Asking and answering questions Asking questions: Try to be specific Wait at least 10 seconds for replies. Get input from multiple voices. Probe to confirm understanding. Rather than: Did everybody get that? Ask: How do we add these resistors in parallel?

19 Spur critical thinking about the Physics!

20 Answer directly Answer indirectly Where is the fire extinguisher? Foster independence: Okay to refer students to lab manual or their partner. Lead students through the critical thinking process: How does a scientist approach a problem? Answering questions

21 During the tutorial or lab sessions Stay interactive in the room Observe and decide: help or not? Do not stand around talking with other TAs (tutorial sessions) Be conversational. Encourage input from all students around the table. Don’t be afraid to say “I don’t know.” Look for the answer with the students or seek other help if you are truly stuck. Refer to the book.

22 Drop-In Center and Office Hours What is your job in office hours and the Drop-in Center? Help students work through their own confusions or problems with your guidance and support Do not provide quick and easy answers! Rather than giving the answer or explaining the concept, lead students to their own conclusions by asking good questions, listening, and identifying misconceptions. Avoid giving a short lecture. Provide guidance toward problem-solving rather than simply giving students the answer.

23 You try it! Problem: Luke Autbeloe drops a pile of roof shingles from the top of a roof located 8.52 m above the ground. Determine the time required for the shingles to reach the ground. Your student asks: How am I supposed to solve this problem without knowing the mass of the shingles? How do you respond?

24 Managing groups in labs and tutorials Assign groups or let them decide?  Heterogeneous groups (ability, race, gender, etc.)  Students learn material better  Foster social skills  Be careful with composition  Research shows students shouldn’t form their own long-term groups  Reinforces cliques  Too much discussion of outside topics  Switch every few weeks Have groups designate roles

25 Managing groups Consider a group learning self-evaluationgroup learning self-evaluation High_res/Kids_Lab_Pakistan/Kids_Lab_Pakistan_2.JPG

26 Do a midterm assessment of teaching What’s working well in the course and helping you learn? What constructive suggestions do you have for improving the course? Maybe other specific questions. Week 4 or 5 Talk about results with the students

27 Before the term begins Consider how you will communicate  Phone  Personal number?  Text?  Limit available hours?   Style  Response time  Facebook  Don’t friend them  Use groups

28 Before the term begins Make an introduction sheet  Your name and contact information  Office hours: times and location  Student responsibilities  A casual note about you  Outline consequences of breaking rules Attendance/tardiness Phones/electronic devices Late reports Breaking safety rules Cheating- give examples

29 Before the term begins Explore the lab or tutorial room Know your lab equipment! Computer interface. Be prepared for special situations with international students Anything else?

30 The first day Be organized Arrive early Prepare notes beforehand, and practice, maybe with a fellow GTF Tutorial: Solve the problems on your own well before class. Compare with instructor’s solution. Labs: Do the experiment before lab. Visit a lab before yours if possible and ask how are things going.

31 Handling nervousness Nervousness is normal! Be prepared Practice Start out strong Breathe and hum Get to know your audience yGaJD_UMNRk/UHhD4SqnDMI/AAAAAAAAACU/oaF_BnAF9II/s320/ Royalty- Free-RF-Clip-Art-Illustration-Of-A-Cartoon-Nervous-Businessman-Biting-His-Nails.jpg

32 How will you present yourself? I am an authority figure vs. I am your friend What image do you want to project?  Dress and personal appearance  Be aware of how aspects of your personality will affect your teaching.  Low key vs. high energy  Serious vs. comedian  Outgoing vs. shy ence_WomenExcellence_U

33 The first day Create a welcoming environment  Greet students as they arrive  Learn names- ice breaker, name tents?  Be yourself! (only less nervous) Get students talking  Show that you value their input  Input from many students  Think, pair, share.  Discourage dominators Syllabus and rules  Make a game of reading it

34 Don’t be afraid to ask for help (or refer a student)! Teaching: You are not alone!  Department resources  Talk to your lead instructor or head TA  Peers (Practice on each other)  Teaching Effectiveness Program  Me! Julie Mueller  TEP website (tep.uoregon.edu)  TEPList newsletter – subscribe today!  Workshops  General Questions:  Science Literacy Teaching Journal Club We want you to succeed!

35 Don’t be afraid to ask for help (or refer a student)! Other support  University Police  Emergency 911  Non-emergency  Counseling (Map)Map  Hotline and non-emergency  Accessible Education Center  Accomodations for disabilities   Teaching and Learning Center  68 PLC,  TLC Quick Tour TLC Quick Tour


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