Teaching Assistants Part B Supporting Learning In this

Teaching Assistants Part B Supporting Learning

In this section we will discuss ► The students’ perspective of learning ► Achieving: § Critical thinking § Discussion § Problem solving ► Purpose of assessment ► Reflection and evaluation of teaching

Explaining “How not What” in more depth Explore the Subject reading, listening, lectures, data collection, information gathering Comment and Feedback Apply Understanding Written/oral feedback, tutorials writing, experiments, problem solving, discussion Test Understanding Assessment, exams 1 Adapted from: University of East Anglia. Developing Postgraduates’ Teaching Skills in the Sciences. HEFCE.

Difference between teaching and learning ► In groups, decide how you would finish the phrases: § Teaching is… § Learning is about…

Aims of facilitating learning ► Students should be able to: § Think § Discuss § Question § Analyse § Etc … ► Active participation in their own learning

Critical Thinking Critical thinking is purposeful and reflective judgment about what to believe or do in response to observations, experience, verbal or written expressions, or arguments. Critical thinking might involve determining the meaning and significance of what is observed or expressed, or, concerning a given inference or argument, determining whethere is adequate justification to accept the conclusion as true. (from Wikipedia)

Opening Discussions ► Start with Introduction ► First question within their knowledge ► Let them consider it in groups ► Ask for answers from groups, not individuals ► Use answers to build big picture

Making them think: Avoid just providing them with the answer – make them work it out! ► Do you understand how to work through any problems they have been given? ► How will you explain any maths/theories? ► What strategies will you recommend to solve set problems?

Questioning ► Closed § Provides yes/no answer, checks facts ► Open § Encourages a descriptive answer, opinion ► Hypothetical § What if ? . . . suggesting options ► Reflective § Was that successful? - Further thinking ► Avoid these: § Ambiguous, irrelevant, multiple

Assessment In Groups, consider why do you think we assess students’ work?

Assessment should be ► Relevant ► Timely ► Fair & balanced ► Factually correct ► Follow marking schemes ► Feedback

Marking Schemes ►A marking scheme provides guidance to ensure you mark consistently ► It should be based upon the criteria for the module (i. e. Learning Outcomes) ► You must be clear what is being assessed. § Skill (e. g. using computer software) § Knowledge (e. g. knowing/applying equations) § Deeper understanding (critical thinking)

Marking Scheme Example Rating Essay plan Layout Use of Resources/Research Critical Analysis Originality/Subject relevance Excellent Good Satisfactory Needs more Poor work

Feedback What are the important things about giving feedback to our students?

Feedback should be… ► On time ► Fair & balanced ► Factually correct ► Motivating ► Honest ► Enhancing to Learning

Reflection ► Spend time considering what you can do to improve teaching practice ► What might you do differently Before/During/After teaching a class? ► Reflect on your teaching activities § Checklist…To what extent did I…? ► Seek Advice from senior colleagues ► Keep a folder/notebook ► Read educational press

Summary ► An effective lesson needs planning and management to work well ► Use clear overheads and language ► Stay confident ► Assess according to learning outcomes ► Reflect to develop your skills ► Enjoy your teaching