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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.