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Teaching in Maths Background Marking Tutorials Practical information Handouts: PGs yellow +white , UGs pink + white Handouts and slides online: http://maths.dur.ac.uk/~dma0sfr/Training/

Teaching in Maths Background Marking Tutorials Practical information Handouts: PGs yellow+white, UGs pink+whiteyellowwhitepinkwhite Handouts and slides

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Teaching in Maths

BackgroundMarkingTutorialsPractical informationHandouts: PGs yellow+white, UGs pink+whiteHandouts and slides online: http://maths.dur.ac.uk/~dma0sfr/Training/

Background > 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

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

Background > Identify learning strategiesListen “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?”

Marking > Marking homework

The purpose of marking homework is to

diagnose students' strengths and weaknessesallow them to diagnose themselvesmotivate studentsprovide a profile of what students have learnt

Marking > Write feedback on homeworkPraise the students if they are doing wellIf there is a mistake, point out where the student

has gone wrong and say why it is incorrectTry not to be negative and do not use the words

“silly”, “stupid”, “daft” etc. Provide constructive criticism.

Indicate what the next step should have beenCorrect any incorrect or unclear notationIndicate if part of the answer is missing

Marking > Good feedback

Good feedback is… Accurate: solutions may be correct even if they

don’t 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

Marking > 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%

Tutorials > 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

Tutorials > 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)

Tutorials > 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

Tutorials > 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)

Tutorials > 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

Tutorials > 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

Tutorials > Small group techniques

Rounds: each student speaks in turn Buzz: small groups of 2 or 3 work together Pyramids: individuals->pairs->larger groups Syndicates: teams of students work on same

task Fishbowls: small group of students works and

is observed by larger group Debates: obvious

Tutorials > 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

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

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.

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

Practical info > Technical IssuesTake note of attendance, and enter promptly into the

records database on our linux networkSort students’ work as requested by the lecturerEnter 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.

Practical info > Mentoring programmeEach 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 etcDiscuss marking with your mentor (first time)At some point in the first term the mentor will

assess the marker

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_friends

to learn how to use the Records programme. Failure to make these entries promptly may well result in you being relieved of duties.