Presentation on theme: "SEPTEMBER 17, 2014 JULIE MUELLER STAN MICKLAVZINA PHYSICS COORDINATOR TEP.UOREGON.EDU Physics Training Sessions."— Presentation transcript:
SEPTEMBER 17, 2014 JULIE MUELLER JMUELLER@UOREGON.EDU STAN MICKLAVZINA PHYSICS COORDINATOR STANM@UOREGON.EDU TEP.UOREGON.EDU Physics Training Sessions
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.
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
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! http://www.oregoncountryfair.org/images/SPOKENWORD2013PHOTOS/Stan.gif
A good instructor is… Enthusiastic Organized Fair Responsive An effective communicator Perceptive Skilled in guiding students to understanding Prompt Empathetic Safe http://chemistry.ucdavis.edu/Graduate/chemistry_students.html
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 http://insuranceagent411.com/5-interesting- people-in-insurance/blank-face-3/
Ethnicity (for General Chemistry) Number of students
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! http://www.ucg.org/files/images/articleimages/just-for-youth-is-intelligence-the-most-important-factor-for- success.jpg.crop_display.jpg New events
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!
What were some of your approaches to sorting superheroes?
How Do Superhero Novices Sort? Robot Type Flying Type Animal Type Novices sort based on Variations of Appearance… “SURFACE FEATURES”
How Do Superhero Experts Sort? The Avengers Justice League X-Men Experts sort based on Superhero Team… “DEEP FEATURE”
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!
Constructivism People learn by constructing their own knowledge Prior knowledge affects learning http://www.thirteen.org/edonline/concept2class/constructiv ism/
Learning styles https://cdn2.content.compendiumblog.com/uploads/user/9349bb9b-a4ef-4645-955d-f78d84f42ca6/9e3cb6d4-ee21- 4d11-8373-48477620650e/Image/25535effcb3ed6adb633d8f6e0a07dd3/learning_types.jpg Draw a graph and talk about it Labs are great!
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
Presentation style Avoid lecturing when possible
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?
Spur critical thinking about the Physics! http://www.greenlaneseo.com/wp-content/uploads/2012/12/No_Black_Box1.png
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 http://www.calbuzz.com/wp-content/uploads/hair-on-fire.jpg
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.
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.
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?
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
Managing groups Consider a group learning self-evaluationgroup learning self-evaluation http://www.asiapacific.basf.com/apex/AP/AsiaPacific/en/function/conversions:/publish/AsiaPacific/upload/Press2011/ High_res/Kids_Lab_Pakistan/Kids_Lab_Pakistan_2.JPG
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
Before the term begins Consider how you will communicate Phone Personal number? Text? Limit available hours? Email Style Response time Facebook Don’t friend them Use groups
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
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? http://http://www.capitolreportnewmexico.com/wp-content/uploads/2012/01/physics-students1.jpg
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.
Handling nervousness Nervousness is normal! Be prepared Practice Start out strong Breathe and hum Get to know your audience http://4.bp.blogspot.com/- yGaJD_UMNRk/UHhD4SqnDMI/AAAAAAAAACU/oaF_BnAF9II/s320/438881-Royalty- Free-RF-Clip-Art-Illustration-Of-A-Cartoon-Nervous-Businessman-Biting-His-Nails.jpg
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 http://img.gawkerassets.com/img/18k33nyi77cs0jpg/ku-medium.jpg http://www.loreal.com/Foundation/Article.aspx?topcode=Foundation_AccessibleSci ence_WomenExcellence_U
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
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 (firstname.lastname@example.org)email@example.com TEP website (tep.uoregon.edu) TEPList newsletter – subscribe today! Workshops General Questions: firstname.lastname@example.org@uoregon.edu Science Literacy Teaching Journal Club We want you to succeed!
Don’t be afraid to ask for help (or refer a student)! Other support University Police Emergency 911 Non-emergency 541-346-2919 Counseling (Map)Map 541-346-3227 Hotline and non-emergency Accessible Education Center Accomodations for disabilities 541-346-1155 Teaching and Learning Center 68 PLC, 541-344-3226 TLC Quick Tour TLC Quick Tour http://www.cryptomathic.com/media/22770/support_543x223.jpg