TA TrainingKen HellerUniversity of MinnesotaORTA Educationhttp://groups.physics.umn.edu/physed/

Observation of TA led traditional discussion sections and labsTAs are not skilled teachers Cannot present a coherent line of thought Cannot get students involved in a meaningful discussion Do not know student difficultiesTAs do not have an expert understanding of introductory physics Physics errors Misleading physics Unable to unpack complex (for students) thought processes Idiosyncratic techniques Students are not skilled learners Cannot generalize from someone elses difficulty to their own. Want and need help tailored to their individual thought process.

Goals and Reality of TA EducationIs the TA experience a useful part of graduate education?What do we want TAs to do?Is it possible can they do what we want with any amount of support?What cant TAs do?How much support can we give our TAs?Before teachingDuring teachingWhat can TAs successfully do given the support we have?

Support for TAsBefore teachingWhile teachingFor international TAsTeaching environment

TAs Can Coach Groups if they have SupportAverage TA can coach up to 5 groups at one time.Optimal group size is 3A group of 4 works but requires more TA effort and skillA group of 2 is usually not effectiveTA support must not cost muchEliminate TA homework gradingChange from head TAs to mentor TAsReduce number of lectures/week to involve faculty with TAsTA

Coaching EnvironmentGroups Discussing PhysicsTA Coaching One Group

Course Environment -- TA SuccessTAs Know Whats Going On:definite course goals that TAs knowdefinite topic goals that TAs knowTAs know all changes before studentsTAs know lecturers view of the materialWhat are the pitfallsStudents Know What TAs Do is Important:TAs deal with the same content at the same time as the lecturerTAs deal with the same content in the same format as the lecturerreferences to lab and discussion section work in lectures.lecturer knows what TAs are doing and why

Class Environment -- TA SuccessLimit presentations:short and plannedstudent - student interaction to clarify and correctminimize classroom management problemsLimit time dealing with entire section:Enhance interactions with individual studentsCoaching Using Cooperative GroupsLimit total number of students:same students in discussion section and lab

TA SupportLecture section teams meet at least once/wk to coordinate discussion and lab work with lecture.1 professor + 6 TAsMentor TAs observe new TAs teach and offer suggestionsNew TAs meet once/wk for teaching seminar Required Class Credit with GradesAll TAs meet once/2 wks without professors Optional -- Department supplies Pizza Before Teaching:Creating a culture of teachingOrientation course for new TAs -- 49 hours (7 days) While Teaching:

TA Support for ~30 New TAs/year 7 day TA orientation before fall term (over an 10 day departmental orientation) TA duties and responsibilities Course structure Reasons for course structure based on learning research Physics concept research Expert-novice problem solving research Introduction to diagnostic tools Introduction to diagnosing student difficulties from written work Introduction to a structured problem solving framework Introduction to student lab manuals and instructor lab guides Modeling of lab coaching Modeling of problem solving coaching Practice teaching (peer teaching) Case studies in teaching difficulties (ethics, appropriate behavior, cheating) Safety First weeks lesson plans Expectations for course team meetings Weekly teaching seminars while teaching during the year Mentor TA observations and feedback during the year

Experienced TA Support (~40/year)1/2 day TA orientation before fall term Review of TA duties and responsibilities Leadership and responsibility to new TAs Changes in course technology or procedures over the summer Review of student results from previous years Discussion of teaching difficulties from previous years Review of changes to student lab manuals and lab instructor guides. Discussion of responsibility to guide course team meeting Use of mentor TAs

All TA Support During term Course team meeting with lecturer at least once per week. TA handbook Laboratory instructors guide Mentor TAs for conflict resolution

Framework That Supports Lasting ChangeNew TA orientation and seminarsPrepared for Cooperative Group Problem Solving in discussion sections and laboratories.TAs expect weekly meetings with faculty lecturerMentor TAsAvailable for consultation if difficultiesLab equipment, lab manuals, lab instructor guides, and student problem solving guides.Modified by graduate students over summer based on feedback from faculty and TAsLabs maintained by a professional laboratory technicianQuality Control Standard pre and post tests (ie FCI, CSEM, )Student SuccessAbility to attack complex problemsPre post test gainsLow drop out rate ~4%Low failure rate ~1%

Faculty Autonomy and Control Supports Lasting ChangeEach lecturer has own TAsAll TAs have only sections for a single lecturer.Lecturer communicates to TAs the emphasis of the class.Weekly meetings with TAs to decide laboratory problemsdiscussion section problemstextbook reading quizgrading policy.Course emphasis determined by each lecturerPacing must be common for all multi-lecture courses to match labs.Lecturers must cover agreed upon material for common final exam.Course will not function unless:Lectures in multi-lecture courses communicate with each other.Lecturers communicate with their TAs.

Persistent Systematic Change Depends on the TAs TAs are the primary Problem Solving Coaches Department determines the TA preparationDepartment supports the mentor TAsTAs can successfully conduct Cooperative Problem Solving SessionsFaculty Value Prepared TAs Students do not complain (usually)TAs know what to do with minimal faculty guidanceThe Cooperative Problem Solving pedagogy fails gracefullyFaculty and TAs do not have to follow the best practice.A support structure for TAs existsDirector of Graduate Studies with mentor TAsA quality control procedure existsThere is a mechanism for individual faculty modificationsIt is reasonably successfulFew student complaintsReasonable student success as determined by faculty (room for improvement)

What Weve Learned About TA OrientationTeach Orientation using the same techniques as you expect your students to use.Organize any theory around what TAs will be doing (e.g., teaching labs, tutoring, etc.).Have experienced TAs teach most of the class, particularly modeling how to teach and supervising peer teaching.As much as possible, use real examples of students work and real case studies.Grade everything you want the TAs to do -- if you dont grade it, they wont do it.

150 - 250students15 - 16studentsCooperative Group Problem Solving

Experimental Problems3 hrs/week 8 Calculus-based 5 Engineers/physical science 3 Biology/pre med 2 Algebra-based Written Problems1 hr/wk Instructional Team Meeting

TAs in Other Classes Junior level - Analytical Mechanics, Electromagnetism Senior level - Quantum Mechanics Graduate level - Quantum MechanicsDiscussion sections using cooperative group problem solvingLaboratories Conceptual physics Energy and the Environment Introductory honors physics Sophomore level modern physics Junior level experimental methodsStudio Physics for future elementary school teacher15 Experienced TAsMentor TAs

U of M Introductory Physics StructureTopicsDemosQuestionsDiscussionProceduresExamsLectureOfficeHoursDiscussionLabsOutsideModelingCoachingFadingTAsOrientationGradingReadingStudyingHomeworkPredictionsLab ReportsQuizzesSTUDENTSPhysics Education Research & DevelopmentCooperative Groups Context RichProblemsProblemSolvingTeam

Orientation SyllabusWednesday afternoon - Ethics and professional responsibility (case studies)Thursday morning & afternoon - Introduction to being a TA. TA Responsibilities (discussion). Student difficulties learning physics concepts (activity & discussion).Friday morning & afternoon How U of M conducts discussion sections (modeling, description & discussion). Student difficulties solving physics problems (activity & discussion).Monday morning - How U of M conducts laboratory sections (modeling, description & discussion). Monday afternoon Prepare for peer teaching of labs and discussion sections.Tuesday morning - The characteristics of good group problems. The best ways to coach students while they are working in groups. (activity & discussion)Tuesday afternoon - Practice teachingWednesday morning - Evaluating lab reports: Physics & Writing (activity & discussion)Wednesday afternoon - Practice teaching.Thursday morning - Diversity and personal interactions. What is cheating? (case studies & discussion)Thursday afternoon - Practice teaching.Friday morning - How to teach the first lab session and discussion sessionFriday afternoon First team meetings.

TA Orientation Course (49 hours)Introduction 1 Course structure, students & TA dutiesAlternative Conceptions of Students5Teaching the Discussion Sessions Student Difficulties with Problem Solving5 Demonstration Discussion Section 2 Peer Teaching of Discussion Section 4 Characteristics of Good Problems1 Coaching1Teaching the Problem-solving Labs Demonstration Lab 4 Peer Teaching of Labs12 Peer Teaching Prep.4 Evaluating Lab Reports3Professionalism and Diversity Issues Case Studies 3Preparing the First Week Lesson Plans & Team Meetings4Total49Hours

Teaching SeminarsHours in Class1.Lab Preparation122.Problem Solving53.Grading and other Issues724.0Orientation + Seminars =3 graduate physics credits

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