Teaching in Maths - PowerPoint PPT Presentation

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Teaching in Maths

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Title: Teaching in Maths


1
Teaching in Maths
  • Background
  • Marking
  • Tutorials
  • Practical information
  • Handouts PGs yellowwhite, UGs pinkwhite
  • Handouts and slides online http//maths.dur.ac.uk
    /dma0sfr/Training/

2
Background gt Learning strategies
  • Deep builds framework of knowledge structures
    learning relates different areas of knowledge
    is self-aware well motivated (interest in
    subject)?
  • Surfacelearns by rote unstructured
    unmotivated (pass exam, avoid failure)?
  • Strategicis able to use deep learning to attain
    surface goals

3
Research by Marton, Biggs, Entwistle, Ramsden, et
al (1976-2001) ...repeatedly shows that students
who adopt a deeper approach to learning are more
likely to have a meaningful learning outcome than
students who do not
4
Background gt Identify learning strategies
  • Listen
  • Do I need to know this for the exam?
  • There's too much to remember!
  • Is this the right way to do the question?
  • This is a better way to do the question.
  • Ask
  • How do you think you are progressing?
  • How does the course overlap with your previous
    knowledge?
  • How are you finding the workload?
  • What motivates you most in the course?

5
Marking gt Marking homework
  • The purpose of marking homework is to
  • diagnose students' strengths and weaknesses
  • allow them to diagnose themselves
  • motivate students
  • provide a profile of what students have learnt

6
Marking gt Write feedback on homework
  • Praise the students if they are doing well
  • If there is a mistake, point out where the
    student has gone wrong and say why it is
    incorrect?
  • Try not to be negative and do not use the words
    silly, stupid, daft etc. Provide
    constructive criticism.
  • Indicate what the next step should have been
  • Correct any incorrect or unclear notation
  • Indicate if part of the answer is missing

7
Marking gt Good feedback
  • Good feedback is
  • Accurate solutions may be correct even if they
    dont correspond to model solution
  • Timely
  • Appropriately detailed
  • A balance of positive and negative give
    suggestions for improvement whenever possible
  • Future oriented aim is to help students learn,
    not just justify mark awarded

8
Marking gt Grades
  • The grade should be written on the front of the
    script
  • Grade A 80-100
  • Grade B 60-80
  • Grade C 40-60
  • Grade D 20-40
  • Grade E 0-20

9
Tutorials gt Aims of a tutorial
  • Help students resolve difficulties in
    understanding
  • Increase their problem solving skills
  • Increase mathematical confidence
  • Increase interest in mathematics
  • Develop communication skills in maths
  • Enable students to give feedback on their courses
    and how they are coping

10
Tutorials gt Preparation is the key
  • Write down the things to mention
  • make sure you understand all the material
  • write notes on the problems to discuss
  • check the room in advance (location, chalk,
    projector, screen)?

11
Tutorials gt Make it friendly
  • In the first session try to make you and your
    students feel at home
  • Introduce yourself, give contact details
  • Learn the students' names
  • Tell them what to expect from you
  • Tell them what you expect from them

12
Tutorials gt Aims and Objectives
  • At the start of a tutorial
  • Give an overview of the tutorial with aims and
    objectives
  • At the end of a tutorial
  • Obtain feedback (have aims and objectives been
    met?)?
  • Give an indication of next tutorial (aims etc)?

13
Tutorials gt General Points
  • At all times
  • be friendly responsive supportive
  • praise students when possible
  • show your interest in the topic
  • involve students in the discussion
  • never assume a student ought to know something
  • relate problems to previous knowledge and
    experience
  • look for patterns and principles when solving
    problems, and emphasize them

14
Tutorials gt Styles
  • In a tutorial you could
  • discuss difficulties with lectures
  • discuss difficulties with homework
  • solve a problem with students on board
  • get students to work out a problem in small
    groups
  • have students present solutions to each other
  • let students work on problem themselves

15
Tutorials gt Small group techniques
  • Rounds each student speaks in turn
  • Buzz small groups of 2 or 3 work together
  • Pyramids individuals-gtpairs-gtlarger groups
  • Syndicates teams of students work on same task
  • Fishbowls small group of students works and is
    observed by larger group
  • Debates obvious

16
Tutorials gt Honours vs. service courses
  • Group size is larger in service courses
  • For honours courses students are expected to have
    prepared/thought about solutions beforehand
  • In service courses students solve problems (not
    homework problems) in real time in the tutorial

17
Discussing a maths problem
  • When going through a maths problem with a student
    try to ...
  • First solve the problem yourself at each step
    thinking of why you made that particular step
  • Translate this into questions you can ask the
    student to lead them through solving the problem

18
Discussing a maths problem
  • When going through a maths problem with a student
    try to ...
  • Get them to start thinking about it independently
    (what do you think the question is about?, Is
    this similar to other questions you have done?)
  • Let the student do the problem not yourself, but
    let them know if they are thinking the right way.

19
Computer practicals
  • Students will be learning some kind of software
  • Let them work on the practical and answer any
    questions (possibly indirectly by giving hints)?
  • Do not take over from the students showing what
    to do at the computer
  • Give them instructions but you need to let the
    students do the actual work

20
Practical info gt Technical Issues
  • Take note of attendance, and enter promptly into
    the records database on our linux network
  • Sort students work as requested by the lecturer
  • Enter students marks in the records database
    (before you return it to the students)?
  • If you need to keep evidence of teaching practice
    (6 items of marked homework for example) make
    sure to collect it during the term
  • If you wish to contact students who missed a
    class first check with fullrecord that they do
    not have a sicknote.

21
Practical info gt Mentoring programme
  • Each new tutor is paired with a mentor lecturer
  • Each new marker is assigned a mentor (course
    director)?
  • Discuss practical details about the course,
    marking scheme etc
  • Discuss marking with your mentor (first time)?
  • At some point in the first term the mentor will
    assess the marker

22
Words from Sharry (bad cop)
  • Markers
  • Keep a note of the number of scripts marked
  • If the lecturer for whom you are marking is not
    satisfied with the standard of your marking then
    you will be relieved of it.
  • Tutors
  • A member of staff will be observing you during
    your tutorial.
  • Tutors and Markers
  • Act as a team to resolve problems and if you need
    advice see Sharry
  • It is essential that marks/attendance is entered
    into records as soon as possible.
  • For postgraduates please visit
    http//www.maths.dur.ac.uk/compinfo/wiki/index.php
    /The_records_program_and_friendsto learn how to
    use the Records programme. Failure to make these
    entries promptly may well result in you being
    relieved of duties.
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