Jessica Riviere March 29th, 2017...Lily, Douglas, Fatih, and Alice Communication Expectations for...
Transcript of Jessica Riviere March 29th, 2017...Lily, Douglas, Fatih, and Alice Communication Expectations for...
Jessica RiviereInstructional ConsultantMarch 29th, 2017
Use this picture to reflect on the way an ecosystem is interrelated and interdependent.
Imagine you had to select one part of the ecosystem captured in this picture to describe your role in relation to your instructional team.
Take a few minutes to write out the details explaining this visual metaphor. How does the element you chose explain how you connect (or don’t!) with parts of your team.
After today’s workshop, you will
§Be familiar with indicators of TA (instructor) development§Have met someone else who also works as part of an
instructional team§Have contributed to generating a list of best practices for
leading an instructional team.
Level Senior Learner Colleague-in-Training
Junior Colleague
Concern: Self/Survival
How will students like me?
Skills
How do I lecture/discuss?
Outcomes
Are students getting it?
Discourse Level
Presocialized
Give simplistic explanations
Socialized
Talk like “insiders,” use technical language
Postsocialized
Make complex ideas clear without use of jargon
Approach to Authority
Dependent
Rely on supervisor
Independent or Counterdependent
Stand on own ideas-defiant at times
Interdependent/Collegial
Begin to relate to faculty as partners in meeting instructional challenges
Approach to Students
Engaged/vulnerable; student as friend, victim, or enemy.
“Love” students, want to be friends, expect admiration, or are hurt, angry in response, and personalize interactions
Detached; student as experimental subject
Disengage or distance themselves from students –becoming analytical about learning relationships
Engaged/professional; student as client.
Understand student/instructor relationships & the collaborative effort required for student learning to occur.
Adapted from: Sprague, J., & Nyquist, J.D. (1991). A Developmental perspective on the TA role. In J.D. Nyquist, R. D. Abbott, D.H. Wulff, &J. Sprague (Eds.), Preparing the professoriate of tomorrow to teach: Selected readings in TA training (pp. 295-312). Dubuque, IA: Kendall/Hunt.
See also Sprague, J. &Nyquist, J.D. (1998). Thinking developmentally about TAs. In M. Marincovich, J. Prostko, and F. Stout, (Eds.) The Professional Development of Graduate Teaching Assistants. (pp. 61-88) Bolton, MA: Anker.
4 scenarios involving an instructional team
Lily, Douglas, Fatih, and Alice
§ Communication§ Expectations for instructors, Tas, students§ Clear channels of communication § Coordinator reviewing classroom material (as appropriate) and TA/instructor sharing material
with coordinator.
§ Clarity of Expectations and Intentions§ Uniform program for curriculum design§ Description of desired professional behavior § Kick off meeting§ Weekly(?) meetings/office hours§ Check-ins scheduled during semester§ Online environment for reinforcing “message”
§ Encourage culture of question asking and feedback seeking§ Check with students, TAs, instructors, at different points regularly and deliberately
§ Listening Skills
Wright, M. (2005). Teaching effectively with GSI-faculty teams. CRLT Occasional Paper, No. 21. Ann Arbor, MI: Center for Research on Learning and Teaching, University of Michigan. Available: http://www.crlt.umich.edu/sites/default/files/resource_files/CRLT_no21.pdf
Von Hoene, L., & Mintz, J. (2001). Research on faculty as teaching mentors: Lessons learned from a study of participants in UC Berkeley’s seminar for faculty who teach with Graduate Student Instructors. In D. Lieberman (Ed.), To Improve the Academy, 20 (pp. 77-93). Fort Collins, CO: POD Network.
UCAT!