10 Jul
2005
10 Jul
'05
7:45 p.m.
I have attached some of the resources we use to train Adjunct series and can be used to
train GA instructors. We focus their training on the aspect of student learning and
self-regulation of their thinking this focus drives the pedagogy to more thoughtful
instruction. We find these instructors can become expert at thinking aloud if they have
achieved a level of self-awareness. We are now using the Learning Connections Inventory
(LCI) (www.letmelearn.com) to train instructors. The levels of insight they quickly
achieve can have a profound effect on the quality of instruction as it tends to help their
teaching sensitivity increase as they become more aware of student thinking levels.
Another possibility for you is bringing Dr. Donna Dillingham-Evans to your campus as we
are here.
There is high interest on campus to learn about a discovery-based pedagogy rumored to
teach intermediate and college algebra without decreasing the rigor.
Many math professors are interested in how to teach mathematics in a way that promotes
deeper thinking, that invites students to discover and make sense of mathematics for
themselves, that engages students in real-life problem solving, and that engages them in
discussion and friendly argument about the validity of their mathematical hypotheses. Dr.
Donna Dillingham-Evans from Dixie State College in Sourthern, St George, Utah. She
demonstrates these pedagogical notions in the context of intermediate and college
algebra.
Eldon L. McMurray
Director
Faculty Center for Teaching Excellence
Assistant Professor
College Success & Academic Literacy
Utah Valley State College
800 West University Parkway
Orem, UT 84058
(801) 863-8550
>> friedber(a)bc.edu 07/09/05 7:42 PM >>>
Derek,
I've had good luck using some of the BCCase Case Studies with
the pre-service teachers here at BC. The discussion of Emily's
Test opened their eyes to the constraints and responsibilities
of being a faculty member, sometimes a non-obvious transition
for young TAs, and allowed us to talk about campus cheating
policy. It is not math specific, so you could use it in other
departments too. Making the Grade was useful in bringing
up issues related to grading. Some of the other cases about
the experiences of recitation instructors were also relevant.
The best of luck,
Sol
On Saturday, July 9, 2005, at 12:00 PM,
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Today's Topics:
1. Pre-Service Courses for TAs (Bruff, Derek O)
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Message: 1
Date: Fri, 8 Jul 2005 12:34:13 -0500
From: "Bruff, Derek O" <derek.bruff(a)Vanderbilt.Edu>
Subject: [PSTUM-list] Pre-Service Courses for TAs
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PSTUM-List,
It's been a couple of months since we've had any traffic on the list,
and I attribute that to the busyness of the end of the semester. Now
that it's summer, I'm hoping folks will have more time to contribute to
the list. Here's a question to get things started:
The preceptor group at Harvard is in the middle of designing a seminar
for our "pre-service" TAs -- graduate students who haven't taught yet,
but will be teaching calculus sections soon. It will be either a
semester- or year-long seminar featuring presentations/discussions led
by preceptors on various topics (lesson planning, presentation skills,
understanding student misconceptions, managing interactive classrooms)
as well as practicum components (observation of other teachers,
tutoring
in our math help center, guest-lecturing a few times in an actual
class).
They have some good ideas for structure and content of this seminar,
but
I'm eager to hear your experiences with similar courses or seminars.
Have you been involved in something like this? If so, what has worked
well? What pitfalls should they look out for?
Thanks in advance for your contributions!
Derek
(By the way, the reason I speak here of the Harvard preceptor group in
the third person is that I have recently taken an assistant director
position at the Vanderbilt University Center for Teaching. In this
role, I will be working with many departments on faculty and TA
development issues, not just mathematics departments. However, I plan
to continue the PSTUM list, and I hope it can continue to bring people
together with similar interests.)
--
Derek Bruff, Assistant Director
Center for Teaching, Vanderbilt University
Email: derek.bruff(a)vanderbilt.edu
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