Chantal Levesque-Bristol
Director CIE
Professor of Educational Studies
George Hollich
Associate Professor of Psychology

COMPLETE THE PRE-SURVEY
CTW-1 AND CERTIFICATE PROGRAM
TODAY’S AGENDA

IN THIS SESSION YOU WILL BE ABLE TO…
1. Describe three domains of teaching knowledge
2. Identify TA roles and connect them to domains of teaching knowledge
3. Describe ways to foster optimal learning environments

DOMAINS OF TEACHING KNOWLEDGE
Instructional knowledge
Pedagogical knowledge
Curricular knowledge

DOMAINS OF TEACHING KNOWLEDGE
INSTRUCTIONAL KNOWLEDGE

DOMAINS OF TEACHING KNOWLEDGE
CURRICULAR KNOWLEDGE

DOMAINS OF TEACHING KNOWLEDGE
PEDAGOGICAL KNOWLEDGE

VOTE FOR EACH ONE THAT IS APPLICABLE
Grade assignments ‘V134871’
Conduct labs ‘V134872’
Teach recitation sections ‘V134873’
Hold office hours ‘V134874’
Having full responsibility for the course ‘V134875’

AND CONNECTION WITH DOMAINS OF TEACHING KNOWLEDGE
Most of you will be involved with :
Grade assignments
Conduct labs
Teach recitation sections
Hold office hours
Only a few of you will be
Having full responsibility for the course

INCREASING YOUR PEDAGOGICAL KNOWLEDGE

Text M2895 followed by your reply to (765) 560-4177
Or use the note cards provided

Inspiring

Self-Determination Theory is a motivational theory based in over 40 year of research www.psych.rochester.edu/SDT

MAKE A CONNECTION

If dialogue is encouraged between students and teachers and among students (in and out of class), thus creating a community of learners, student motivation and engagement can be increased
Learning cooperatively, not competitively

What do you think? How could you foster students’ relatedness and community of learners in your role as a TA?
Text M2896 followed by your reply to (765) 560-4177
OR
Use a post-card, write one idea. Pass the post-cards to the left of the row when you are done.

GIVE THEM SKILLS

Clearly articulated expectations, goals, learning outcomes, course requirements, and timely feedback, increase student motivation and improve learning
Clear goals
Timely feedback
Informational feedback

INFORMATIONAL AND TIMELY FEEDBACK
Instructors who provided information and timely feedback had students who …
0,75
0,7
0,65
0,6
0,55
0,5
0,45
0,4
0,35
0,3
0 1 2 3
Informational and timely feedback
4 5
Motivation

INFORMATIONAL AND TIMELY FEEDBACK
Instructors who provided information and timely feedback had students who …
0,75
0,7
0,65
0,6
0,55
0,5
0,45
0,4
0,35
0,3
0 1 2 3
Informational and timely feedback
4 5
Performance and Success

What do you think? How could you foster students’ competence in your role as a TA? How could you coach your students?
Text M2896 followed by your reply to (765) 560-4177
OR
Use a post-card, write one idea. Pass the post-cards to the left of the row when you are done.

SET THEM FREE!

When students are encouraged to take responsibility for their own learning, they are more likely to develop higher-order thinking skills such as analysis, synthesis, and evaluation
Engagement
Recognize and embrace diversity

Positive feedback enhances motivation only when
• individuals feel ownership of their learning
• autonomous regarding their learning or performance
Building competence in an environment that is not autonomy supportive does not lead to higher levels of motivation
• Deci & Ryan (1980, 2000)

CLEAR GOALS AND EXPECTATIONS
Controlling and overly prescriptive syllabus (focus on policies, prohibitions, contingencies to cover student violations)
• Decrease interest and self-regulation
• Says “I don’t think you can do this!”
• “The typical syllabus gives little indication that the students and teacher are embarking on an exciting learning adventure together, and its tone is more akin to something that might be handed to a prisoner on the fist day of incarceration”
– Singham (2007) p. 52

LEARNING CLIMATE
This is how we assess and measure autonom y – this is how it sounds…
I feel that my instructor provides me with choices and options
My Instructor encourages me to ask questions; answers my questions fully and carefully
I feel that my instructor cares about me as a person
My instructor tries to understand how I see things
My instructor makes sure I really understand the goals of the course and what I need to do

LEARNING CLIMATE
This is how we assess and measure autonom y
– this is how it sounds…
I feel understood by my instructor; my instructor understands my perspective
My instructor conveys confidence in my ability to do well in the course
I feel a lot of trust in my instructor
My instructor listens to how I would like to do things
My instructor stimulated my interest in the subject

OWNERSHIP OF LEARNING
Instructors who supported students’ autonomy by providing choices, had students who …
3
2,5 Motivation
2
1,5
1
0,5
0
0 1 2 3
My instructor provides me choices and options
4

OWNERSHIP OF LEARNING
Instructors who supported students’ autonomy by asking questions had students who …
0,75
0,7
0,65
Problem solving skills
0,6
Satisfaction
0,55
0,5 Well-being
0,45
0,4
0,35
0,3
0 1 2 3 4
My instructor encourages me to ask questions
5

OWNERSHIP OF LEARNING
Instructors who supported students’ autonomy by asking questions had students who …
0,75
0,7
Motivation
0,65
0,6
0,55
0,5
Engagement
Value academics
0,45
0,4
0,35
0,3
Academic
Performance
0 1 2
My instructor cares about me
3 4 5

OWNERSHIP OF LEARNING
Instructors who supported students’ autonomy by capturing their interest had students who …
0,75
0,7
0,65
Performance and Success
0,6
0,55
0,5
0,45
0,4
0,35
0,3
0 1 2 3 4
My instructor stimulated my interest in the subject
5

What do you think? How could you foster students’ autonomy in your role as a TA?
Text M2896 followed by your reply to (765) 560-4177
OR
Use a post-card, write one idea. Pass the post-cards to the left of the row when you are done.

RELATEDNESS + COMPETENCE + AUTONOMY =

Begin with the students in mind, not the subject matter
Give students choices and options
Start with something the students care about, that is relevant to them, or think they know
Begin with “real” problems that the students would be motivated to solve

Capture students’ interest and curiosity
Work with students as a guide or facilitator of learning
Help students apply knowledge to their daily lives
Involve the students as co-creator of knowledge

Promote interest while learning
De-emphasize evaluation and emphasize informational feedback
Give the opportunity to students to try, fail, receive feedback, and try again before receiving a grade for their work.
Give opportunities to students to spend more time on task

Introduce some collaborative and group work
• Groups should be heterogeneous. Diversity creates meaningful exchanges
• Group work can be focused on events, problems and solving problems
Minimize the use of evaluations tools that increase anxiety and competition
Treat students with respect

Peter Hollenbeck, Biological Sciences
Matthew Ohland, Engineering Education

Strategies for creating and maintaining effective relationships with students and faculty supervisors
Learn their names if you can – pronunciation matters.
Ask their names, names / photos, seating charts, say their names whenever you can. Eye contact is also important.
If you can’t learn their names, ways to make them think you did
Managing faculty expectations :
Discuss early, attend classes with faculty member, make sure you are on the class email list. Review syllabus and assignments.
Managing student expectations :
Students are concerned about grades – they don’t need a guarantee, but they want to know what is required.
Let students know you’re human.
How relationships vary by race and gender and person to person

Strategies and appropriate practices for facilitating effective communication with students
Stop, listen, respond. If you don’t have time, schedule a time.
Particularly with minorities.
Email when appropriate , because you can choose words carefully and keep a record.
Never violate a student's confidence. Remain respectful.
Trust, but verify – “I need this for my records so that others know that I am treating all students fairly”
“If this is the only time this happens…”
If you’re not comfortable answering, get back to the student later… but don’t do this too much.

• I’d like to change sections
• I missed class (or lab). Can I attend another one and get credit?
• I’m thinking about changing majors, who should I talk to?
• Susan’s homework matches mine, but I got 5 fewer points.

• A friend of mine in another class has an easier TA.
• Can you make sure I’m not on a team with any minority students?
• I agree that I got this part of the homework wrong, but you shouldn’t have taken off so many points.
• Can you please give me an estimate of my grade in the course?

• I’ll lose my scholarship if I don’t get an A in this class, and I’m really close. If I lose my scholarship, I’ll have to leave school. Is there anything I can do to raise my grade?
• How do I do this lab task / HW?
• Do you have a minute? (and you don’t)
• I can’t turn in the homework because
Blackboard was down last night when I tried to print it out to do it.

• My room got broken into, and the thief took my laptop, hard drive, wallet, all my IDs, and my school bag. In my bag are my course notes and my homework. The police said that the case may take a while or forever. I requested a report to prove what I say is true, and I may have to wait couple days for it. Could you please give me some advice?

• The homework asks us to calculate the volume of a sphere, but all we’re given is the radius. How am I supposed to proceed?

• One of the students on my team never shows up for anything.
• One of the students on my team always dominates and gets his way. What should I do?
• My team can never find a time to meet.
• My team never listens to any of my ideas—they constantly interrupt me when I’m speaking.

• The other people on my team are useless. Can I just work on my own?
• My team worked on a solution together, but the person who submitted it changed it first without discussing it with the rest of the team first. The version submitted wasn’t as good as what the team did as a group.

• I think my teammates are plagiarizing material for part of our project, but I can’t prove it.
• My team changed our solution completely after I left our last meeting. I totally disagree with the direction the project is taking now, but the team is sticking with this second approach that’s being pushed by another person on the team.

• I did not answer the peer evaluation honestly because I thought my team members could see it. I would have been honest if I knew it affected my grade.
Could you reopen it for me?

• You’ve finished grading homework #4, and now you’re returning it. You don’t have a paper to return to a particular student, because there wasn’t one in the pile of homework you graded. The student says he turned one in. What do you say?

Strategies for answering student questions during office hours
Why are office hours important?
One-on-one interaction is helpful for each student in different ways and for different reasons.
Questions often come up during studying, reading, reviewing lecture notes, working problem sets, or doing writing assignments – not during lecture, lab or recitation.
Asking questions in large lectures can be intimidating or even impossible.

Strategies for answering student questions during office hours
Strategies for getting students to attend office hours when they need help.
Make sure that time, place and purpose are absolutely clear.
Try to get all TAs in a course to hold hours in the same place.
Set office hours at times when students can make it.
Try an informal poll of students, or the Banner algorithm, to put useful office hours on the weekly calendar .

Strategies for answering student questions during office hours
Realize that you are there to do several different things
You will answer questions about topics, concepts, problems in the course.
You might be clarifying material from lecture or lab (so you need to know what’s going on there).
You might be helping with problem-solving, so understand the problems very well!
You might be calming down a confused/upset student, or providing an essential personal connection in their education.

Strategies for answering student questions during office hours
Guidelines for dealing with students in office hours
Listen carefully and try to identify the core problem is that the student is having. Is it an incorrect grasp of facts? Trouble integrating information?
When a student is struggling and not making it clear where they are stuck, ask them to walk you through what they DO understand.
A very confused student is capable of confusing you, too!
Know the material very well so you can help them to understand it without getting sucked into their confusion vortex.

Strategies for answering student questions during office hours
Guidelines for dealing with students in office hours
Treat every student with respect and empathy, even when they make that difficult for you. (Teaching is a service profession.)
There are no stupid questions! You were new to this subject once, remember your experience when you were learning it.
Remember your role – you are neither an unapproachable, omniscient being nor the student’s best friend. You are there to help them learn something new, succeed in a course, progress as a learner.

Strategies for answering student questions during office hours
Some general issues in dealing with students
Personal and cultural issues: different kinds of students have different styles of learning – and of asking for help, too! Learn to recognize students who are hesitant to ask for help.
Recognize problems that you can’t handle. Students may need to talk to the course instructor about absences, excuses for exams, disability/accessibility issues.

Strategies for grading student assignments.
Learning objectives – have them and share them with your students.
(Examples provided)
Rubrics – have them and share them with your students. (Examples provided)
Blind grading where possible.
Grade all of the same problem together if it is a long complex problem.
Policies regarding grade appeals
Handling student anxiety and begging

Handling / minimizing disruptive classroom and/or lab behavior
If assisting, follow the professor’s lead, but maintain eye contact with students and know what they are doing.
Have ground rules for classroom/lab behavior. If possible, have the students develop those ground rules and the consequences for not following them. Make sure students know why the rules are in place even if you make them up.
If you have to discipline a student in class/lab – particularly if it is severe, you don’t want to create a bigger disruption by addressing the issue – hand the student a note that says, “you are being disruptive in a way that is unacceptable. Pack up your things and leave quietly and see me later.”
Have students help enforce in-class behavior through team activity.
I will have role playing exercises for this if there is time.

• A student’s laptop starts playing music in class – after you’ve already warned them not to let that happen.
• A student’s cell phone rings. They answer it. And have a conversation.
• You notice a student playing video games during a team activity.
• The professor in my last class kept us late. Can I still turn in my HW?
• There is a total technology failure in the classroom.

Strategies for connecting the learning activities of labs, recitations, and office hours to broader course objectives
Know what is going on in the different parts of the course.
Be sure that you understand the overall course objectives, which are often elucidated in the syllabus and lecture.
Query the instructor about how the different parts of the course are supposed to work together.
In your work with students, use “markers” to point forward, back and across the course.