2012 TEACHING ASSISTANT PROFESSIONAL DEVELOPMENT PROGRAM (TAPDP)

TAPDP2012
(c) W.Chen EECS UC Irvine
2012 TEACHING ASSISTANT
PROFESSIONAL DEVELOPMENT
PROGRAM (TAPDP)
TEACHING, LEARNING AND TECHNOLOGY CENTER (TLTC)
UNIVERSITY OF CALIFORNIA, IRVINE
9/25/12
Weiwei Chen and Sarah Hernandez
1
TAPDP2012
(c) W.Chen EECS UC Irvine
2
WELCOME & BUY-IN
9/25/12
TAPDP 2012 Workshop 1
Weiwei Chen
Welcome to TAPDP
3
¨ 
Please
¤  Take
a seat
¤  Wear your nametag
¤  Feel free to have your preferred name on the nametag
¨ 
Any early concerns or comments?
TAPDP2012
(c) W.Chen EECS UC Irvine
9/25/12
TAPDP
4
TAPDP = Teaching Assistant Professional
Development Program
¨  Sponsored by Division of Undergraduate Education
and the Graduate Division
¨  Implemented by TLTC = Teaching, Learning and
Technology Center
¨ 
¤  Focus
on teaching
¤  Host workshops about pedagogy ( what is pedagogy?
¤  Pedagogy: study and science of teaching
¨ 
TAPDP for different disciplines
TAPDP2012
(c) W.Chen EECS UC Irvine
9/25/12
Pedagogical Fellows (PFs)
5
¨ 
¨ 
Weiwei Chen
Ph.D. Candidate from EECS
Research interest: embedded system design
http://www.cecs.uci.edu/~weiweic/home.html
TA experience (5 quarters so far)
¤  EECS10
in fall 2008, 2009, 2010, summer 2012;
¤  EECS22 in fall 2011, 2012; EECS22L in winter 2012.
¨ 
Selected Honors
¤  Pedagogical
Fellowship, UCI 2012~2013
¤  Henry Samueli endowed fellowship, HSSOE UCI 2007
¨ 
Contact: [email protected]
TAPDP2012
(c) W.Chen EECS UC Irvine
9/25/12
Pedagogical Fellows (PFs)
6
¨ 
Sarah Hernandez
Ph.D. Candidate from CEE
Research interest: Intelligent Transportation Systems
¨ 
TA experience (4 quarters):
¤  CEE
¨ 
121- Highway Design
Selected Honors
¤  Pedagogical
Fellow, UCI 2011~2012
¤  Henry Samueli TA Consultant, 2011~2012
¨ 
Contact: [email protected]
TAPDP2012
(c) W.Chen EECS UC Irvine
9/25/12
What to expect from TAPDP?
7
¨ 
11 discipline-specific and interactive workshops
¤  TAPDP
schedule next
¤  Be relaxed, feel comfortable to practice your teaching
¤  Develop new teaching skills
¨ 
Various learning activities throughout TAPDP
¤  Cooperate
in your future teaching
¤  Active learning theory based on social constructive
epistemology
http://www.tltc.uci.edu/TAPDP/TAPDP_Chen.html#q5
¨ 
Community Development
¤  Team
work
¤  Peer support group
TAPDP2012
(c) W.Chen EECS UC Irvine
9/25/12
Why teaching?
8
Is teaching a diversion from research?
¨  Why teaching
¨ 
¤  Practice
communication
¤  Deeper and more thorough understanding of what you
are teaching
¤  An awareness of how others perceive the world
¤  Helps to advance your career
TAPDP2012
(c) W.Chen EECS UC Irvine
9/25/12
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Teaching experience
improves research skills
¨ 
“Graduate Students’ Teaching Experiences Improve
Their Methodological Research Skills”
¤  by
¨ 
David Feldon et al. from Journal Science, August 2011
New York Times’ Review
¤  Group
TAPDP2012
popcorn reading
(c) W.Chen EECS UC Irvine
9/25/12
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Teaching experience
improves research skills
Graduate students in the “hard” sciences who teach in
addition to engaging in research greatly improve their
research skills compared with graduate students who
undertook research alone, according to a new study.
TAPDP2012
(c) W.Chen EECS UC Irvine
9/25/12
11
Teaching experience
improves research skills
The study, published last week in the journal Science,
found that “teaching experience can contribute
substantially to the improvement of essential research
skills.”
TAPDP2012
(c) W.Chen EECS UC Irvine
9/25/12
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Teaching experience
improves research skills
After following 95 graduate students for a year, they
found that those who taught were able to write far
better research proposals, based on a set of criteria
including having testable hypotheses, methodology,
experimental design and data analysis.
TAPDP2012
(c) W.Chen EECS UC Irvine
9/25/12
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Teaching experience
improves research skills
The report suggests that researchers may come to view
“teaching experience as a value-added component of
graduate research training,” rather than as a diversion
from valuable research time.
TAPDP2012
(c) W.Chen EECS UC Irvine
9/25/12
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Teaching experience
improves research skills
Researchers also said it pointed to complaints that
academics in the hard sciences often lack teaching skills,
and that including teaching as part of graduate studies
may better prepare future researchers for teaching.”
(end of the Review from NY Times)
TAPDP2012
(c) W.Chen EECS UC Irvine
9/25/12
TAPDP Schedule Review
15
¨ 
Activity: Concern Cards (1min)
¤  write
down one of your biggest concerns about being a
TA on the index card
¤  PFs will collect the cards
TAPDP2012
(c) W.Chen EECS UC Irvine
9/25/12
TAPDP Schedule Review
16
¨ 
09/25 Tuesday
First Day in Class
¤  TA Roles and Responsibilities
¤  Learning style and UCI student demography
¤  Active Learning
¤  Problem solving skills
¤  Grading
¤  Lead discussion sessions and office Hours
¤ 
¨ 
09/26 Wednesday
Microteaching
¤  EEE tools and campus resources
¤  TAPDP Wrap-Up
¤  TA Union
¤ 
TAPDP2012
(c) W.Chen EECS UC Irvine
9/25/12
TAPDP Schedule Review
17
¨ 
Activity: Concern Cards Taping
¤  TAPDP
schedule poster
¤  draw a card from the bowl
¤  Tape your card on the schedule where you think we will
address that concern.
TAPDP2012
(c) W.Chen EECS UC Irvine
9/25/12
Conclusion Remarks (Workshop 1)
18
¨ 
Learning Outcomes:
TAs Met your TAPDP facilitators (Sarah and Weiwei)
¤  TAs can explain the importance of teaching.
¤  TAs get to the purpose of TAPDP
¤  TAs have a review of the TAPDP schedule.
¤ 
¨ 
Take-home teaching technique
“index card writing”
¤  “Popcorn reading”
¤ 
¨ 
¨ 
¨ 
Questions?
Looking forward to a great TAPDP!!
10 more workshops to go. Please be punctual!! Attendance
sheet!!!
TAPDP2012
(c) W.Chen EECS UC Irvine
9/25/12
TAPDP2012
(c) W.Chen EECS UC Irvine
FIRST DAY IN CLASS
9/25/12
TAPDP 2012 Workshop 2 Weiwei Chen
19
First Day in Class
20
¨ 
In class teaching
¤  Discussion
session
¤  Lab session
¨ 
It’s okay to feel nervous
¤  student
preparation
¤  little TA experience
¤  No idea about what to do in discussions
¨ 
Let us get prepared together!!
TAPDP2012
(c) W.Chen EECS UC Irvine
9/25/12
Workshop Learning Objectives
21
¨ 
TAs WBAT (will be able to)
¤  know
each other and build a community of peers
¤  identify the students’ expectations in the first day of
class
¤  identify what to prepare before the first day of class
and what to do on the first day of class
TAPDP2012
(c) W.Chen EECS UC Irvine
9/25/12
Icebreaker
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Get to know each other
¨  Please stand up!
¨  “Sort and mingle”
¨ 
TAPDP2012
(c) W.Chen EECS UC Irvine
9/25/12
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What do students expect on the first
day of class?
¨ 
Activity: Group Brainstorming
¤  If
you were the student, what would you like to know on
the first class?
¤  Form a group of 4
¤  Write down your answers as a group
TAPDP2012
(c) W.Chen EECS UC Irvine
9/25/12
Three important tasks
24
“Take care of Administrative tasks”
¨  “Creating a Positive Classroom Environment”
¨  “Set course Expectations and Standards”
¨ 
TAPDP2012
(c) W.Chen EECS UC Irvine
9/25/12
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What can we do for the first day of
class?
¨ 
Activity: Think-pair-share
¤  Three
important tasks to address in the first day of
class
n  Barbara
Gross Davis’s book, “Tools for Teaching” (JosseyBass Publishers: San Francisco, 1993)
http://oed.berkeley.edu/bgd/firstday.html
¤  Work
on your own first to come up with 2 things for
each task
¤  Pair up and share your answers with a neighbor
TAPDP2012
(c) W.Chen EECS UC Irvine
9/25/12
Conclusion Remarks (Workshop 2)
26
¨ 
Think-Pair-Share
¤  Consider
the questions alone first.
¤  Share our thoughts with our peers.
¤  A great way to motivate students and promote higher-level
thinking.
¨ 
Workshop review
¤  Icebreaker
activity to get familiar with each other
¤  Group brainstorming to identify what will our students
expect on the first day of class
¤  Think-pair-share to figure out we can do in our first class.
TAPDP2012
(c) W.Chen EECS UC Irvine
9/25/12
TAPDP2012
(c) W.Chen EECS UC Irvine
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BALLOON TOSS AND SORT
9/25/12
TAPDP 2012 Energizer 1
Weiwei Chen
Balloon Tossing and Sorting
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Let’s play a game to energize ourselves
¨  Please stand up!!
¨  Take a balloon from the bag
¨  Blow up the balloon
¨  When I say start…
¨ 
Image courtesy of
Pixar Animation Studio
¤  Keep
the balloon in the air
¤  Get the same color balloon to the same side/corner
¤  No grabbing or passing!!
TAPDP2012
(c) W.Chen EECS UC Irvine
9/25/12
TAPDP2012
(c) W.Chen EECS UC Irvine
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TA ROLES AND RESPONSIBILITIES
9/25/12
TAPDP 2012 Workshop 3 Sarah Hernandez
Workshop Learning Outcomes
30
¨ 
TAs WBAT
¤  Describe
1~2 TA responsibilities and duties
¤  Participate in a classroom game which can be used in
your own class for effective teaching
¤  List 1~2 services that TLTC is providing to improve your
teaching
TAPDP2012
(c) W.Chen EECS UC Irvine
9/25/12
Jeopardy Game
31
¨ 
Play as a group
¤  Correct
answer +;
¤  Wrong answer ¤  Be fast and have right answer
¤  The first to stand up and have the right answer will get the
points
¨ 
Group roles
¤  Group
pair
n  Writing
Group
n  Speaking Group
¤  Change
TAPDP2012
group roles after each question
(c) W.Chen EECS UC Irvine
9/25/12
Game Time!!
32
¨ 
Jeopardy
TAPDP2012
(c) W.Chen EECS UC Irvine
9/25/12
Conclusion Remarks (Workshop 3)
33
Congratulations to the winner!!
¨  PowerPoint games
¨ 
¤  a
great way to get students actively participate in a
review session
¤  Free PowerPoint templates for classroom activities
http://facstaff.uww.edu/jonesd/games/
games_parade_jeopardy.html
TAPDP2012
(c) W.Chen EECS UC Irvine
9/25/12
TAPDP2012
BREAK
9/25/12
11:00-11:15am
(c) W.Chen EECS UC Irvine
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TAPDP2012
(c) W.Chen EECS UC Irvine
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LEARNING STYLES
AND UCI STUDENTS
9/25/12
TAPDP 2012 Workshop 4
Weiwei Chen
Diversity
36
Diverse ways of learning
¨  Student demographics in UCI
¨ 
TAPDP2012
(c) W.Chen EECS UC Irvine
9/25/12
Workshop Learning Outcomes
37
¨ 
TAs WABT
¤  Describe
different learning styles in the FelderSilverman inventory
¤  Assess your own ways of learning
¤  Identify 1~2 approaches to help your students with
different learning styles
¤  Build an inclusive lesson plan with the consideration of
various learning preferences
¤  Describe the UCI engineering student demographics
TAPDP2012
(c) W.Chen EECS UC Irvine
9/25/12
Introduction to Learning Styles
38
¨ 
Students have different
¤  levels
of motivation
¤  different attitudes towards teaching and learning
¤  different responses to specific classroom environments and
instructional practices.
¨ 
Three categories of diversity
¤  Learning
styles
¤  Approaches to learning
¤  Intellectual development levels
“Learning and Teaching Styles In Engineering Education”, R.
Felder and L.Silverman, Journal of Engineering Education.
TAPDP2012
(c) W.Chen EECS UC Irvine
9/25/12
Learning Style Inventory
39
¨ 
Felder-Silverman model
¤  Formulated
by Richard Felder, Linda Silverman and
Barbara Soloman
¤  For college instructors and students in engineering and
science
TAPDP2012
(c) W.Chen EECS UC Irvine
9/25/12
Felder-Silverman Learning Style Model
40
¨ 
Active vs. Reflective
¤  Active:
¨ 
doing;
Sensing v. Intuitive
¤  Sensing:
¨ 
facts;
Intuitive: possibilities and relationships
Visual vs. Verbal
¤  Visual:
¨ 
Reflective: thinking
seeing
Verbal: words
Sequential vs. Global
¤  Sequential:
linear steps
¤  Global: in jumps and suddenly “getting it”
TAPDP2012
(c) W.Chen EECS UC Irvine
9/25/12
Assess our own learning styles
41
¨ 
Index of Learning Style (ILS) Questionnaire
¤  4
questions/set * 11 sets = 44 questions
¤  A or B for each question
¤  10 minutes to answer the question and tally your scores
¨ 
Learning Style Voting
¤  Active?
Reflective?
¤  Sensing? Intuitive?
¤  Visual? Verbal?
¤  Sequential? Global?
People have characteristics of all learners. They just tend to be more
heavily weighted in one area vs. another
TAPDP2012
(c) W.Chen EECS UC Irvine
9/25/12
Learning Styles of our students
42
¨ 
Richard Felder et al., “Understand Students
Differences”, Journal of Engineering Education,
2005.
Undergraduate
students
Faculty
Members
64%
63%
82%
60%
45%
41%
94%
44%
Active
Sensing
Visual
Sequential
TAPDP2012
(c) W.Chen EECS UC Irvine
9/25/12
In-class Voting
43
¨ 
iClickers
¤  Get
quick responses in the classroom
¤  $30
¤  Can
be used for different classes
¤  Need to register
¨ 
Cheap clickers
¤  Index
TAPDP2012
Image courtesy of the
University of San Francisco
cards with different colors
(c) W.Chen EECS UC Irvine
9/25/12
What can we do?
44
Let’s come up with some ideas
to help different learners
¨  Activity: minute paper
(individual brainstorming) +
think-pair-share
¨ 
¤  Read
the descriptions about
the learners in one category
¤  Come up with some ways for
the different learners
¨ 
Class Debriefing
TAPDP2012
(c) W.Chen EECS UC Irvine
9/25/12
Some important things
45
Most of your students learn
differently than you do.
¨  Each of your students
learns differently from your
other students.
¨  No one teaching method
will effectively reach all of
your students.
¨ 
TAPDP2012
(c) W.Chen EECS UC Irvine
•  You cannot address
all of your students'
learning styles all of
the time.
9/25/12
Lesson Plans for Inclusive Teaching
46
Activity: Group design project
¨  Please form a group of 4 with each worked on
different categories previously.
¨  Design an inclusive lesson plan for learners with
different learning preferences
¨  Lesson Plan Sharing
¨ 
TAPDP2012
(c) W.Chen EECS UC Irvine
9/25/12
Who are they?
47
¨ 
Activity: Number Card Game
¤  Review
the UCI student profile
¤  UCI Engineering student demographics
¤  Hold your card up if you think your number is close to
the question!
TAPDP2012
(c) W.Chen EECS UC Irvine
9/25/12
Who are they?
48
¨ 
What is the ranking of the Henry Samueli School of
Engineering according to the US New and World
Reports as of 2012?
39th
TAPDP2012
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9/25/12
Who are they?
49
¨ 
What is the size of the undergraduate student body
in engineering?
2777
TAPDP2012
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9/25/12
Who are they?
50
¨ 
What percentage of the undergraduate
engineering population at UCI is African American?
2%
TAPDP2012
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9/25/12
Who are they?
51
¨ 
What percentage of the undergraduate
engineering population at UCI is Hispanic?
19%
TAPDP2012
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9/25/12
Who are they?
52
¨ 
What percentage of the undergraduate
engineering population at UCI is Caucasian?
21%
TAPDP2012
(c) W.Chen EECS UC Irvine
9/25/12
Who are they?
53
¨ 
What percentage of the undergraduate
engineering population at UCI is Native American?
0.5%
TAPDP2012
(c) W.Chen EECS UC Irvine
9/25/12
Who are they?
54
¨ 
What percentage of the undergraduate
engineering population at UCI is Asian American ?
50%
¤  The
Asian American population at UCI does make up the
majority, but this group is itself very, very diverse.
TAPDP2012
(c) W.Chen EECS UC Irvine
9/25/12
Who are they?
55
¨ 
What is the average age of the UCI undergraduate
population ?
21
¤  5%
TAPDP2012
of the population is over 25 years old.
(c) W.Chen EECS UC Irvine
9/25/12
Who are they?
56
¨ 
What percentage of the undergraduate population at
UCI are ?
¤  Out
of state
¤  International
TAPDP2012
0.5%
6%
(c) W.Chen EECS UC Irvine
9/25/12
Who are they?
57
¨ 
What percentage of the undergraduate
engineering population at UCI are women ?
24%
TAPDP2012
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9/25/12
Who are they?
58
¨ 
What percent of undergraduate students are on
need-based financial aid ?
57%
TAPDP2012
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9/25/12
Who are they?
59
¨ 
What is the average Math SAT score for incoming
freshmen?
560 ~ 680
TAPDP2012
(c) W.Chen EECS UC Irvine
9/25/12
Who are they?
60
¨ 
What percentage of the incoming engineering class
are transfer students ?
22%
¤  Currently
TAPDP2012
198 transfers, 721 freshmen.
(c) W.Chen EECS UC Irvine
9/25/12
Who are they?
61
¨ 
What percent of undergraduate engineering
student should be treated with respect, cultural
sensitivity, care, and concern ?
100%
TAPDP2012
(c) W.Chen EECS UC Irvine
9/25/12
Who are they?
62
¨ 
Diversity is very common in HighEd
¤  race/ethnicity,
immigrant status, class, sexuality, age,
gender, etc.
¤  Diversity is good!
n  Enriched
educational experience
n  Promotes personal growth
n  Strengthens community concerns
¨ 
More thorough understanding, better chance to
meet the diverse need.
TAPDP2012
(c) W.Chen EECS UC Irvine
9/25/12
Conclusion Remarks (Workshop 4)
63
¨ 
Learning Outcomes
¤  Identify
your own learning styles
¤  Be able to give advices to different students
¤  Design an inclusive lesson plan
¤  Have general idea of the UCI student demographics
¨ 
Classroom teaching strategy:
¤  Small
¨ 
group working
Time for Lunch!
TAPDP2012
(c) W.Chen EECS UC Irvine
9/25/12
TAPDP2012
LUNCH
9/25/12
12:15-1:00pm
(c) W.Chen EECS UC Irvine
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TAPDP2012
(c) W.Chen EECS UC Irvine
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ACTIVE LEARNING
9/25/12
TAPDP 2012 Workshop 5 Sarah Hernandez
Seat Assignment
66
(make the seat assignment when the TA roster is
ready)
¨  Or use the next slide
¨ 
TAPDP2012
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9/25/12
Seat Assignment
67
TAPDP2012
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9/25/12
Two different teachers
68
Let’s first watch two movie clips
¨  Think about these questions while watching…
¨ 
n  What
did those student look like in this class?
n  Were they engaged in the classroom activity?
n  What did the teacher do to engage students?
TAPDP2012
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9/25/12
“Ferris Bueller’s Day off”
69
¤  http://www.youtube.com/watch?v=uhiCFdWeQfA
TAPDP2012
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9/25/12
“Dead Poets Society”
70
¤  http://www.youtube.com/watch?v=U91Wl2YpkD8
TAPDP2012
(c) W.Chen EECS UC Irvine
9/25/12
What is active learning?
71
“Learning which engages students with the concepts
and material presented in the course.”
“Active learning is students doing, and then thinking
about what they’re doing.”
TAPDP2012
(c) W.Chen EECS UC Irvine
9/25/12
72
What are the benefits of active
learning?
Addresses attention span
¨  Improves retention of underrepresented groups
¨  Accelerates acquisition of higher order thinking skills
¨  Improves attitudes
¨  Leads to higher performance
¨ 
“Tell me and I’ll forget. Show me and I may not remember. Involve
me and I’ll understand”
TAPDP2012
(c) W.Chen EECS UC Irvine
9/25/12
How to incorporate active learning?
73
Minute Paper
Muddiest Point
TAPDP2012
Image of the active learning continuum from
C. O’Neal lecture handout (April 11th, 2011)
(c) W.Chen EECS UC Irvine
9/25/12
Pause for Reflection
74
¨ 
Please write down on the back of the handout
¤  Your
definition of active learning
¤  How do you feel about active learning?
n  Will
you incorporate active learning in your teaching?
n  Are you uncomfortable with using active learning methods,
what are your concerns?
TAPDP2012
(c) W.Chen EECS UC Irvine
9/25/12
How to incorporate active learning?
75
Minute Paper
Muddiest Point
Image of the active learning continuum from
C. O’Neal lecture handout (April 11th, 2011)
TAPDP2012
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9/25/12
Jigsaw Discussion
76
¨ 
Peer-reviewed Articles to read:
1. 
2. 
3. 
4. 
TAPDP2012
Does active learning work?
A review of the research Adoption of active learning
in a lecture-based engineering class
The effect of active learning methods on student
retention in engineering statistics
Learning as biological brain change
(c) W.Chen EECS UC Irvine
9/25/12
Jigsaw Discussion Step1
77
In each of your groups, you have a journal article
about active learning.
¨  You have about 12 minutes to read through the
paper.
¨ 
TAPDP2012
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Jigsaw Discussion Step 2
78
For 5 minutes, discuss the same article with your
table.
¨  As a group decide on then write down three
important points about the article you read on the
handouts.
¨ 
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Jigsaw Discussion Step 3
79
¨ 
Switch seats
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New Seat Assignment
80
(make the seat assignment when the TA roster is
ready)
¨  Or use the next slide
¨ 
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New Seat Assignment
81
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Jigsaw Discussion Step 3
82
Share the three discussion points about your paper
with your group members.
¨  As a group, draw concept map for the four articles
as a group
¨ 
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Show off your group work!
83
¨ 
Tape your concept map to the wall when you are
finished.
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Active Learning Concluding Remarks
84
¨ 
You have learned…
¤  What
is active learning?
¤  Why it is important?
¤  How to facilitate active learning in our teaching?
¨ 
Take-home active learning strategies:
¤  Pause
and reflection
¤  Jigsaw discussion
¤  Concept map
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85
PROBLEM SOLVING SKILLS
9/25/12
TAPDP 2012 Workshop 6
Weiwei Chen
TA Learning Outcomes
86
¨ 
TAs WABT
¤  articulate
1~2 problem solving skills
¤  break the problem into a manageable process and be
able to present it to your students
¤  to facilitate your students solve the problems by using
some of the problem solving strategies.
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What is Problem Solving?
87
"... a process in which we perceive and resolve a gap
between a present situation and a desired goal, with the
path to the goal blocked by known or unknown obstacles.”
[William Huitt, “Problem Solving and Decision Making: Consideration of Individual Differences Using the MyersBriggs Type Indicator”, Journal of Psychological Type, 24, 33-44, 1992]
¨ 
A complex mental activity
¤  Consists
a variety of cognitive skills and actions
n  e.g.
association, comprehension, reasoning, synthesis,
generalization, abstraction, analysis, etc. [Principle for teaching problem
solving, Kirkley, 2003]
¤  Affected
by
n  experience,
background knowledge, cognitive styles, selfconfidence, motivation, enjoyment, problem structure, problem
context, etc. [Complex problem solving research in North America and Europe: An
integrative review, Funk and Frensch, 1995]
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Various Problem Solving Strategies
88
Abstraction
¨  Analogy
¨  Brainstorming
¨  Divide and conquer
¨  Hypothesis testing
¨  Lateral thinking
¨  Means-ends analysis
¨ 
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Method of focal objects
¨  Morphological analysis
¨  Reduction
¨  Research
¨  Root cause analysis
¨  Trial-and-error
¨  Proof
¨ 
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Problem Solving Demonstration
89
¨ 
¨ 
Let’s build a filter
¤ 
From “Apollo 13”, Imagine Entertainment, 1995
¤ 
http://www.youtube.com/watch?v=C2YZnTL596Q
What did the NASA engineers do?
¤ 
Identifying the problem:
n 
¤ 
a broken air filter, CO2 level is getting toxic
define the problem:
to make a square cartridge compatible with a round one.
n  “We gotta find a way to make this…fit into the hole for this…usin’
nothin’ but that”
n 
¤ 
evaluated the different strategies:
n 
what could they make from the collection of odds and ends thrown on
the table?
implemented their plan creating instructions for the astronauts,
¤  look back and verify the ability of their new air filter design.
¤ 
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“IDEAL” Problem Solving Model
90
Developed by John Bransford
¨  Can be applied to a variety of situations
¨  “IDEAL”
¨ 
¤  I
= Identify the problem
¤  D = Define the problem
¤  E = Explore possible strategies
¤  A = Apply the strategy
¤  L = Look back and EvaLuate
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I = Identify the Problem
91
¨ 
Identify the problem, state the question.
¤  In
this stage, you try to find the problem
¤  e.g. “a broken air filter, CO2 level is getting toxic”
¨ 
“What is wrong?”, “Did it work?”, “Do you
understand the instructions?”
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D = Define the Problem
92
¨ 
Define the problem
¤  what
you know and do not know about the problem. ¤  fact gathering phase and reevaluate your goals.
¤  e.g. Previous problem: “a broken air filter”; Now the
problem is to “make a square cartridge compatible
with a round one”
¨ 
“What do I know?”, “What is my goal to solve this?”
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E = Explore Possible Strategies
93
¨ 
Explore possible strategies
¤  brainstorm
the possible solutions.
¤  Do not judge or evaluate
¤  e.g the NASA engineers evaluated the different
strategies-what could they make from the collection of
odds and ends thrown on the table
¨ 
“What can I do to fix this?”, “What is possible to
help for this question?”
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A = Apply/Act the Strategy
94
¨ 
Apply or Act the strategy
¤  Choose
one approach and carry it through to a solution
¤  don’t worry about evaluating the approach, Just Do it!
¨ 
“What if we try this?”, “Did you try it?”
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L = Look back and EvaLuate
95
¨ 
Look back and evaLuate
¤  evaluate
now
¤  E.g. let the student check their work or check against
the answers.
¨ 
“Did it work?”, “Why not?”, “What happened
instead?”, “why did that fix it?”
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Problem Solving Practice
96
¨ 
¨ 
Activity: Pair Role Playing
TA-student role-play activity
Find a partner and pair up
¤  Decide who will be the TA, who will be the student
¤  Student: find the answer to the question.
¤  TA’s: help the student through the steps of IDEAL so that they can
find the answer themselves. You should provide hints at most.
¤  Both will get the question (green sheet).
¤  Only the TA will get the solution and possible hints (yellow sheet).
¤ 
¨ 
Read the question (and solution if you are the TA) before
you start working with your partner.
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Jigsaw Pair Discussion
97
¨ 
¨ 
Find a new partner.
Explain to your partner
¤  what
your problem was?
¤  How you and your previous partner worked through it with
IDEAL?
¨ 
Discuss with your new partner how you both felt the
process went
¤  How
well did IDEAL work?
¤  Did it help you solve problem?
¤  What would you improve next time?
¤  What would you have tried if you were in the opposite role?
¨ 
Group Debriefing
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Conclusion Remarks (Workshop 6)
98
¨ 
Some comments:
¤  Get students to reflect on their own approaches
¤  Challenge your student’s assumptions
¤  Offer lots of praise and reassurance while challenging students’
assumptions
n  Positive
support
n  Reward solutions other than what you expect
¤  Give
lots of opportunities to practice problem solving
¤  The “IDEAL” model can help for a variety of situation, but it is
just one of the problem solving strategies.
n  “IDEAL”
is suitable for both quantitative and non-quantitative problems
¤  Being
reflective about (any) process is the first step towards
teaching it to others
n  Reflect
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Conclusion Remarks (Workshop 6)
99
¨ 
Take-away pedagogical technique
¤  Role
playing:
n  participants
act out a set of defined position with a view to
acquiring desired experiences.
¤  Small
jigsaw pair sharing:
n  work
in one group and share your solutions or comments in the
other group;
n  helps to learn from different perspectives
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100
SPAGHETTI TOWER
9/25/12
TAPDP 2012 Energizer 2
Weiwei Chen
Spaghetti Tower
101
Let’s have some fun and take a breath
¨  Form a group of 4
¨  Build a structure with 20 spaghetti sticks
and 10 marshmallows
¨  The highest tower is the winner
¨ 
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102
GRADING
9/25/12
TAPDP 2012 Workshop 7
Weiwei Chen
Workshop Outline
103
¨ 
TAs WBAT
¤  Prepare
and apply grading rubrics
¤  Assess the difficulties in grading, e.g. being fairly and
consistently, time management, etc.
¨ 
Workshop Agenda
¤  Grading
issues and rubrics
¤  Grading exercises
¤  Grading comparison and discussion
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Grading
104
¨ 
“High stake” grading
¤  Exams,
quizzes, projects
¤  Provide solution to grader/reader
¨ 
Brainstorming
¤  What
you think makes grading difficult?
¤  What kinds of things should you be looking for when
grading?
¤  Why is consistency important?
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Rubrics
105
"a standard of performance for a defined
population” (education terminology)
¨  How to develop rubrics
¤  Step
1: Determine the Areas You Want to Assess
¤  Step 2: Establish Standards for Each Performance Area
¤  Step 3: Develop a Scoring Scale
¤  Step 4: Adjust the Rubric as Needed
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Grading Activity 1 (10 minutes)
106
Form a group of 4
¨  As a group
¨ 
¤  Refine
the lab/final report rubric
n  How
to award points?
n  What are the standards for each performance area?
n  Write down your rubric as a group
¨ 
Individually
¤  Grade
the report
¤  Write down the scores on the group rubric paper
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Grading Activity 2 (10 minutes)
107
Form a group of 4
¨  As a group
¨ 
¤  Build
the assignment rubric
n  Determine
the area you want to assess
n  Establish standards for each performance
n  Develop a scoring scale
¨ 
Individually
¤  Grade
the two assignments
¤  Write down the scores on the group rubric paper
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Grading Discussion
108
Reveal your grades!
¨  Reflect on the grading
¨ 
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Grading is hard
109
¨ 
Different cases:
¤  Grading
responsibilities
¤  Forms to grade
¤  Single TA vs. multiple TA
¤  Instructor providing rubric vs. develop your own
¤  Use tools to make it efficient
¨ 
Grading is hard, takes time, and needs strategies
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Conclusion Remarks (Workshop 7)
110
¨ 
What’s in this workshop
¤  Grading
¨ 
Grading Practice
¤  Refine
and develop rubrics
¤  Apply rubrics
¨ 
Take home teaching strategy:
¤  Small
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group work
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TAPDP2012
BREAK
9/25/12
3:15-3:30pm
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111
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112
LEADING DISCUSSION SESSIONS
AND OFFICE HOURS
9/25/12
TAPDP 2012 Workshop 8
Weiwei Chen
Workshop Preview
113
Discussion sessions are usually led by TAs
¨  Learning Style and UCI Students Workshop
¨ 
¤  “Whom
¨ 
Active Learning Workshop
¤  “How
¨ 
to teach?”
This Workshop
¤  Apply
¨ 
will we teach?”
our knowledge for a real teaching plan
Office Hours
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TA Learning Outcomes
114
¨ 
TAs WBAT
¤  identify
what a discussion session is and the important
factors for a successful discussion session
¤  design 1 student learning outcome (SLO) and design
1~2 active learning activities to achieve the SLO as a
mini plan for one of their discussion sessions
¤  build syllabi for discussion / lab sessions
¤  know some difficult situations you may encounter and
how to handle them.
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115
What makes a successful discussion
session?
¨ 
¨ 
¨ 
Activity: Group Brainstorming with speaking tokens
Form a group of 4
Each group
¤  Flipchart
¨ 
paper, a pile of index cards for the roles
Each TA
¤  Pick
up one card and take the role
n  Facilitator:
ask the question, lead the group discussion and keep
an eye on the time
n  Responders: participate by answering and speaking
n  Writer: jot down your group respond (w question) and present it
later
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116
What makes a successful discussion
session?
What does the ideal discussion session look like?
¨  What makes a discussion session successful?
¨  What do you need to do as a TA to assure a
successful discussion?
¨  What challenges and difficulties might you run into
when leading a discussion?
¨  How to make the discussion session engaging and
productive?
¨ 
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Student Learning Outcomes (SLOs)
117
¨ 
What is SLO?
¤  “statements
that specify what students will know, be able to
do or demonstrate when they have completed or
participated in a course/class.”
¤  “They are usually expressed as knowledge, skills, attitudes
or values.”
¨ 
Why SLO?
¤  Helps
teachers to figure out how to facilitate and assess
student learning, how to provide feedback to them.
¤  Helps the students to be able to explain what they can do
and what they know.
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What are well-defined SLOs?
118
¨ 
Observable and measurable
¤  Use
specific "action" words in overt behavior that are easy
to measure. (Bloom’s Taxonomy)
¤  avoid verbs whose meanings are open to a wide range of
interpretations like “know, understand, be aware of, and
appreciate”.
¨ 
Concrete and Clear
¤  How
¨ 
specific and active is the SLO?
Student Centered
¤  What
is the student doing?
¤  Any learning activities can be used?
¤  Are those activities aligned with SLOs?
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SLO Critique 1
119
¨ 
SLO:
¤  “TAs
will be able to know what student learning outcome
(SLO) is and learn how to use it for design a successful
discussion session. ”
¨ 
Student centered?
¤  TAs
¨ 
WBAT
Is it concrete and clear?
¤  Know,
¨ 
learn, weak words, not specific
Is it observable and measurable?
¤  How
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to measure know and learn?
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SLO Critique 2
120
¨ 
SLO:
¤  “TAs
WBAT design 1 student learning outcome (SLO) and
design 1~2 learning activities to achieve the SLO as a mini
plan for one of their discussion sessions. ”
¨ 
Student centered?
¤  TAs
¨ 
WBAT
observable and measurable?
¤  Design
a mini teaching plan with 1 SLO and 1~2 learning
activities.
¨ 
concrete and clear?
¤  Design
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the teaching plan
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Minute Paper (mini teaching plan) cont.
121
¨ 
Let’s practice designing our own SLOs
Think about 1 undergraduate course
¤  Think about 1 concept that you wish to teaching in a discussion
session for that course.
¤  Develop one SLO for carrying out the discussion topic
¤  Think about 1~2 learning activities you can use for your SLO.
¤ 
¨ 
Sample topics:
BME: Neurons
¤  ChEMS: the first law of thermodynamics
¤  CEE: Monte Carlo Simulation
¤  EECS: Recursion (programing)
¤  MAE: Equilibrium of a particle and free body diagrams
¤ 
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Peer SLO Critique
122
Find a partner and pair up
¨  Present your teaching plan to your partner
¨  Assess your partner's work and give constructive
critiques
¨ 
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Prepare a Draft Syllabus
123
Write down one thing you think you should have on
the syllabus of your discussion session
¨  Form a group of 4
¨  Critique the sample syllabi:
¨ 
¤  Do
the syllabi have the things you think are important
for syllabus?
¤  Would you like to add anything else?
¤  How do you like the syllabi? Tones, length,
comprehensiveness, clarity, etc.
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Holding Office Hours
124
¨ 
What is Office Hours?
¤  Students
can have the opportunity to ask in-depth
questions and to explore points of confusion or interest
that cannot be fully addressed in class.
About 2~3 office hours / week.
¨  Office hour work
¨ 
¤  Most
likely: help to solve problems
¤  Sometimes: grade dispute, personal issues, …
¨ 
Be the students’ friend, be professional
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Handle Difficult Discussion Situations
125
¨ 
Peripatetic Activity:
¤  Take
one marker
¤  Walk around the room
¤  Write down on the posters what will you do to handle
those situations
¤  Try at least 1 scenario in each group
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Handle Difficult Discussion Situations
126
Discussion Session Scenario #1:
While leading a discussion, you see and hear two
students in the back of the class, giggling. You think
they’re making fun of your speaking.
¨ 
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Handle Difficult Discussion Situations
127
Discussion Session Scenario #2 :
You’re presenting some information. A student whom
you know to be very bright monopolizes the classroom
discussion (talkative students)
¨ 
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Handle Difficult Discussion Situations
128
Discussion Session Scenario #3 :
A student comes to the discussion without preparation
and the equipment he/she needs for the class. The
student tells you that he/she is having a hard time
financially. The student works part-time on work-study
and still can’t afford the course materials (book,
clicker, lab notebook, etc.)
¨ 
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Handle Difficult Discussion Situations
129
Discussion Session Scenario #4:
A student comes to you with the following concern, “I
need to get into your discussion section, even though it
is full, because the only other available one is in the
afternoon. I have religious services in the afternoons
that I cannot skip.”
¨ 
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Handle Difficult Discussion Situations
130
Discussion Session Scenario #5 :
Some students are extremely shy or unprepared, and
refuse to take part in the class discussion.
¨ 
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Handle Difficult Discussion Situations
131
Discussion Session Scenario #6:
You have your students work in groups. One group is
extremely faster that others.
¨ 
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Handle Difficult Discussion Situations
132
Discussion Session Scenario #7 :
While having group discussion or work, some students
always stick together in the same group because they
are friends.
¨ 
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Handle Difficult Discussion Situations
133
Discussion Session Scenario #8 :
In your discussion session, you find out that some
students are facebooking or online chatting or sending
text message instead of listening and participating
the discussion.
¨ 
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Handle Difficult Discussion Situations
134
Scenario #1: Disturbed Student
Student is mentally disturbed, agitated, overwhelmed,
upset, etc. when they come to talk to you. TA feels
threatened or like the student may harm them or
themselves.
¨ 
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Handle Difficult Discussion Situations
135
Scenario #2: Cheating Student
You are talking with a student who has cheated on
her/his midterm exam. The student denies or does not
admit any wrong doing whatsoever, but you have
proof (you have their exam and the one they copied
from). The TA requests that the student come to office
hours to discuss his or her exam.
¨ 
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Handle Difficult Discussion Situations
136
Scenario #3: TA Crush
You’re a nice, sweet guy/gal and very warm and
open with your students. You feel your students like
you, both as a teacher and as a person. There’s a
student in your class who comes religiously to all your
office hours even if they have no problems. You feel
the student wants to have a personal relationship with
you outside of class, i.e. be close friends and hang out
together.
¨ 
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Handle Difficult Discussion Situations
137
Scenario #4: Last minute “tutoring”
You have a student who always comes to the office
hours but only to get help for the homework that is
due the next day. He/she never asks for explanation
about ideas or concepts but just want to finish the
homework.
¨ 
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Handle Difficult Discussion Situations
138
Scenario #5: Grading Dispute
A student comes to every office hour session to contest
his/her grade and wants to debate about every little
grading point using up too much time, other students
are waiting.
¨ 
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Handle Difficult Discussion Situations
139
Scenario #6: Late Project
It is the last day of the quarter around noon and
you’re waiting for students to turn in their final projects
that are due by noon today. They have been working
on their group projects under your guidance during
the lab sessions for the past 8 weeks. You are told by
the instructor to deduct 1% for every minute late. A
student shows up at 12:05.
¨ 
TAPDP2012
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Handle Difficult Discussion Situations
140
Scenario #7: Personal Issues
A student comes to you with a personal problem. She
is pregnant and not sure what to do.
¨ 
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Conclusion Remarks (Workshop 8)
141
¨ 
What we’ve discussed:
¤  What
makes a discussion session successful?
¤  What shall we do to prepare for the discussion session?
¤  How to make our teaching efficient and effective?
¤  How to handle some difficult situations?
¨ 
Take-away teaching activities:
¤  “Group
n  a
discussion with Speaking Tokens”
good way make every student participate.
¤  “Peripatetic
activity”:
n  Students
walk in the classroom, work on the wall posters.
n  a good way to energize students and get them more evolved as a
class.
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CLOSING AND ASSIGNMENT
9/25/12
TAPDP 2012 Weiwei Chen
Schedule for TAPDP Day2
143
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Microteaching Assignment
144
¨ 
Microteaching
¤  Teach
your fellow TA’s on a topic for 5 minutes
¤  Most rewarding experience for TAs from previous
years’ TAPDPs
“Survey rating results show strong support and
appreciation for this hands-on learning approach, while
individuals indicated that the microteaching experience
was a very effective method of Earning.”
by Jodi Benton-Kupper, “The Microteaching Experience: Student Perspectives”,
Education, Vol.121 Issue 4, p830, Summer 2001.
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Microteaching Assignment
145
¨ 
Assignment:
¤  Pick
up one paper from the “topic” envelope
¤  Move to your topic table
¤  Pick up one teaching strategy from the “strategy”
envelope
¤  Please teach your “topic” by using your “strategy”
¨ 
¨ 
Please take some time to do the homework tonight
and practice teaching tomorrow.
Write down your topic number and strategy name on the
back of your nametag
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TAPDP Day1 Closing
146
¨ 
Muddiest Point card
¤  Write
down one question you still have about today’s
contents
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TAPDP Day1 Closing
147
¨ 
¨ 
¨ 
¨ 
Please remember to bring your laptop tomorrow!!!
Please come to EH2430 directly before 9am tomorrow!
No check-in in PS plaza. No coffee/breakfast tomorrow
before training starts.
Before you leave
¤  Write
down your topic number and strategy name on the
back of your nametag
¤  Return your nametag
¤  Return the muddiest point card
¨ 
You did great job today! See you tomorrow!!
TAPDP2012
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TAPDP2012
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148
MICROTEACHING
9/25/12
TAPDP 2012 Workshop 9
Weiwei Chen
Welcome to TAPDP Day2
149
¨ 
Today:
¤  Microteaching
¤  EEE
tools and Campus Resources
¤  TAPDP Wrap-up
¤  TA Union
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Microteaching
150
¨ 
¨ 
Practice makes it perfect!!
Welcome our utility PFs:
¤  Alejandra,
¨ 
Brittany, Liz, Riju, Svetlana
Microteaching:
¤  5
minutes presentation + 2 minutes feedback + 1minute
turnaround / TA
¤  Peer evaluation with feedback on the index card
n  Be
specific, based on the observation, constructive critique, simple,
to the point, focus on changeable behavior.
¨ 
Schedule after this workshop
¤  10:30
~ 10:45 Break
¤  10:45 ~ 12:00 EH2430
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Microteaching Room Assignment
151
¨ 
(make the room assignment when the TA roster is
ready and microteaching rooms are booked)
TAPDP2012
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TAPDP2012
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152
EEE TOOLS
AND CAMPUS RESOURCES
9/25/12
TAPDP 2012 Workshop 10 Sarah Hernandez
TA Learning Outcomes
153
¨ 
The TAs WBAT
¤  practice
using the EEE tools to manage the course.
¤  recognize the variety campus resources available to
help students direct the students to the campus resource
website or office locations.
¤  list and describe the campus resources available to
help themselves.
TAPDP2012
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Part 1: Introduction to EEE
154
¨ 
EEE: Electronic Educational Environment
www.eee.uci.edu
TAPDP2012
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16 EEE Tools!
155
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EEE skills development
156
¨ 
Partner up!
¤  Form
a group of two
¤  Use only one computer in each group
Navigate to www.eee.uci.edu
¨  Log in with 1 partner’s ucnetID
¨ 
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Practice using EEE Tools
157
You have been added to the course TLTC 101 as an
assistant, which is what you will be when you TA a
class.
¨  Work through each week on the handout.
¨  Try to come up with a way to solve each of the
problems stated on the handout by using an EEE
tool.
¨ 
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Part 2: Exploring Campus Resources
158
Please find a new partner.
¨  We are going to compete in an online….
¨ 
TAPDP2012
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Conclusion Remarks (Workshop 10)
159
¨ 
What we’ve done
¤  EEE
tools implementation
¤  Campus Resources Exploration
¨ 
Take-away teaching strategy in the computer lab
¤  Working
with computers in pairs
n  Restrict
computer resources
n  It helps to keep the students from being distracted
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160
WRAP-UP
9/25/12
TAPDP 2012 Workshop 11
Weiwei Chen
TAPDP workshops
161
¨ 
TA knowledge
and Buy-in
¤  TA roles and
responsibilities
¤  UCI Students
¨ 
¤  Learning
Styles
¤  Active Learning
¤  Problem solving skills
¤  Welcome
¤  Campus
TAPDP2012
Resources (c) W.Chen EECS UC Irvine
Pedagogical skills
¨ 
TA practice
¤  First
day in class
¤  Lead discussion sessions and
Office Hours
¤  Grading
¤  Microteaching
9/25/12
¤  EEE tools
Where to focus your efforts?
162
Be enthusiastic
¨  Be opportunistic
¨  Be aware
¨  Be professional
¨ 
TAPDP2012
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What makes a good TA?
163
¨ 
What Students Want:
Teaching from a Student's Perspective
-- from Derek Bok Center for Teaching and Learning, Harvard University
TAPDP2012
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Last things for TAPDP
164
¨ 
TAPDP evaluation
¤  https://eee.uci.edu/survey/2012TAPDP
¤  Due
11:45 p.m. Thursday
¤  Must fill out evaluation to be reported as ‘finished’ to
your department $$
Please email us if you need any help for teaching!
¨  12:30-1:00pm TA Union Presentation
¨ 
TAPDP2012
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TAPDP Farewell
165
Thank you very much for your attention and
participation in TAPDP!!
¨  Have a great graduate student life!!
¨ 
Weiwei Chen
Sarah Hernandez
TLTC, UC Irvine
TAPDP2012
(c) W.Chen EECS UC Irvine
9/25/12
Jigsaw Discussion Step3
166
¨ 
Switch seats
TAPDP2012
(c) W.Chen EECS UC Irvine
9/25/12
Jigsaw Discussion Step3
167
¨ 
Switch seats
Screen
Podium
Screen
Podium
TAPDP2012
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9/25/12
Minute Paper (mini teaching plan)
168
Think about one undergraduate course you wish to
teach or one undergraduate course you have taken
in your discipline
¨  Think about one concept that you wish to teaching in
a discussion session for that course.
¨ 
TAPDP2012
(c) W.Chen EECS UC Irvine
9/25/12
TAPDP Farewell
169
Thank you very much for
your attention and
participation in TAPDP!!
¨  Have a great graduate
life!!
¨ 
Weiwei Chen
Sarah Hernandez
TLTC, UC Irvine
TAPDP2012
(c) W.Chen EECS UC Irvine
9/25/12
Jigsaw Discussion Step3
170
¨ 
Switch seats
TAPDP2012
(c) W.Chen EECS UC Irvine
9/25/12
Jeopardy Game
171
¨ 
Play as a group
Table
Table
Table
answer +;
¤  Wrong answer ¤  Be fast and have right answer
Table
Table
Table
Group roles
Table
Table
Table
Table
Table
Table
¤  Correct
¨ 
¤  Coxswain
(writer)
¤  Speaker (presenter)
¤  Crew (pass the paper)
¤  Let’s switch after each question
¤  Shift the roles to the left after
each question
TAPDP2012
(c) W.Chen EECS UC Irvine
Speaker
Crew
Coxswain
9/25/12