Microteaching Workshop

Department of Mathematics MIT

Introductions

•  Name, position?

•  Where were you last year?

•  What is your prior teaching experience?

Format of workshop

•  Today: Discuss recitation leading •  Watch and discuss some examples

•  Next 2 days: practice with participant commentary: in 66-160

Some wisdom

http://ocw.mit.edu/resources/res-18-004-the-torch-or-the-firehose-a-guide-to-section-teaching-spring-2009/index.htm

What’s a recitation?

18.01, 18.01A, 18.014 Calculus of one variable 18.02, 18.02A, 18.022, 18.024 Vector calculus 18.03, 18.034 Differential equations 18.06 Linear Algebra Large lectures (100 - 600 students) broken down into small recitations (~ 20 students)

Basic roles : You are -

•  the coach and advocate for your students •  responsible for the correctness of grade

records •  manager of your grader •  expected to grade and record hour exams •  required to grade and record the final

exam and assign grades to your students according to the subject rubric

Basic responsibilities - •  Get to class on time (xx:05) •  Finish on time (xx:55) •  Come to class prepared •  Be aware of lecture notation, examples •  Be aware of class schedule: exams, psets •  Hold office hours (two hours per week) •  Know your students: be proactive •  Fifth week flags (and departmental flags) •  Distribute graded psets

Basic resources -

•  Course website, textbook, course notes •  Lecturer and Course Administrator •  Course meetings •  Lecture •  Other recitations •  Jerry Orloff •  MAS crew …

The Math Academic Services Office (MAS) E18-366

Galina Lastovkina

Anna Ferrigno

Debbie Bower

Your administrative TEAM!

Barbara Peskin

Homework Exams

Majors Graders UROPS Everything

Getting started …

•  Stop by MAS (book, just check in) •  Decide on your office hour (not during

lecture or Lecturer’s office hour, not 5:00--7:00 on week days)

•  meeting on Registration Day with your lecturer: every lecturer has different expectations

The Recitation itself…

Recitations are Interactive •  A recitation is not a lecture! •  Students must participate! •  Ask questions!

Recitation formats •  Interactive discussion

–  Work through problems and examples in an interactive format, continuously getting input from the class.

•  Work and then discuss –  Give a problem, have the students work on in for 5-10

minutes, then discuss solution. •  Group work

–  Break off into groups, have students work on problems you give them, go around visiting each group offering suggestions.

•  A blend of the different formats

Group work

•  Must have projects available, on paper •  Self-selected groups? •  Singles? •  Blackboard work is best! •  Give groups a chance to get started, then

circulate

Recitation technique

•  Asking questions •  Modeling problem solving •  Blackboard usage •  Speech and delivery

Asking questions –  Questions should not be too vague –  or too trivial (“softballs”) –  WAIT long enough for an answer –  Rephrase the question (more precise,

simpler) and wait more –  Rephrase the answer –  ANY QUESTIONS? –  Or, better: WHAT ARE YOUR QUESTIONS? –  “Cold calling”

Modeling problem solutions

•  The hard part is getting started •  Draw pictures, name parameters •  Stress the difficult or essential steps •  Model the way you expect the student to do

the problem: be efficient •  Generally avoid using the problem as a

launching pad for theory

Blackboard usage

•  Keep it organized -- the test is how clear it is at the end

•  Don’t write too little. Or too much.

• BIG vs small chalk •  Colored chalk: for pictures, not words

Speech and delivery

•  Not too monotone •  If you have an accent, acknowledge it and

write more •  Speak loudly enough

Academic Integrity

Homework: MIT students form study groups. A common policy requires students to write their own submitted work and name their team members. Exams: If you discover probable cheating, talk to the course lecturer or course administrator immediately.

integrity.mit.edu

math.mit.edu/mrcs

•  Student Support Services -  http://web.mit.edu/uaap/s3/ -  For students with a personal or medical issue that is

impacting their ability to attend class, complete work, or take an exam,

-  The deans in S3 will verify your situation -  Students will not be excused from coursework without

verification from Student Support Services

•  Student Disabilities Services -  http://web.mit.edu/uaap/sds/ -  For students who need disability accommodations -  Kathleen Monagle, Associate Dean -  Early in the semester so that accommodation

requests can be evaluated and addressed

But I don’t like beer:

A Guide to Identifying and Reducing Stereotype Threat to Maximize Student Performance

Developed by Wes Glenn, Dr. Beth Taylor, Prof. Cathy Drennan and Illustrated by Dr. Mary O’Reilly

Wes Glenn Rudy Mitchell Mary O’Reilly Cathy Drennan

What are stereotype threat and wise criticism?

Stereotype threat is the perceived risk of confirming a negative stereotype

Stereotype threat can cause underperformance

Everyone has experienced stereotype threat Everyone harbors stereotypes

Wise Criticism is criticism in which you explicitly let the student know that he or she is capable of a higher level of achievement.

Wise criticism can mitigate the effects of stereotype threat

Who can be a victim of stereotype threat?

"What makes you think you are good enough to be at MIT?"

Artist: Lisa Haney

Studies show that the STRONGEST students are often the most affected.

Everyone!

5 important points

1)  Know your students 2)  Be yourself. Acknowledge your mistakes/

shortcomings 3)  Be enthusiastic

If you are dragging your feet, the students will be not be eager to learn

4)  Be flexible and adaptable don't follow just your agenda with no possible deviation

5)  Be prepared - Know your stuff