Matthew Wilcox Yuehai Yang and Jacquelyn Chini University of Central Florida This work was supported in part by National Science Foundation grant DUE1246024 Ministudios Weekly 3 hour class in addition to introductory physics lecture ID: 635408
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Slide1
When Buy-in is Not Enough: GTAs’ RIOT Profile in Mini-Studios
Matthew Wilcox, Yuehai Yang, and Jacquelyn ChiniUniversity of Central Florida
This work was supported in part by National Science Foundation grant DUE1246024. Slide2
Mini-studios
Weekly 3 hour class in addition to introductory physics lecture.Approximately 32 students in 8 groups of 4 students.
15 minutes:
Quiz
75 minutes:
Student-centered recitation
Maryland’s Open Source Tutorials1
75 minutes:Inquiry-based LabsInvestigative Science Learning Environment (ISLE)2
A.
Elby
, “Open-source tutorials integrated with professional development materials”, http://www2.physics.umd.edu/~elby/CCLI/index.html
E.
Etkina
and A. Van
Heuvelen
, Phys. Ed. Res. Conf., (2001).Slide3
Real-time Instructor Observing Tool (RIOT)
For this research, focused only on the actions taken.
Instructors are
always
doing only
one
action.Report the percentage of time spent on each action.
Time
West, Emily A., et al. "Variation of instructor-student interactions in an introductory interactive physics course."
Physical Review Special Topics-Physics Education Research
9.1 (2013): 010109.
www.sjsuriot.appspot.comSlide4
Introducing Taresa
Graduate student, first year at UCF.
Taking TA pedagogy seminar.
Teaching algebra-based E&M mini-studio.
RIOT profile averaged over three classes throughout the semester.Slide5
RIOT-based Survey
TAs were asked to estimate a RIOT profile based on several perspectivesA TA who teaches based exactly on the design of the class
What they (the survey taker) feel is the most helpful way to teach
How they feel their students would like them to teach
Compare responses between two perspectives or between a perspective and their actual profile.
Number of disagreements,
δ, measures the similarity of the profiles.δ can range from 0 to 10.Clarifying
ExplainingStudent Question…Relatively High
Relatively Low
Medium …Slide6
Clarifying
Explaining
Student Question
Closed Dialogue
Open Dialogue
Passive Observing
Active Observing
Student PresentationStudents Talking SeriallyNot InteractingMediumRelatively LowMediumRelatively LowRelatively HighRelatively HighMedium
Medium
Medium
Relatively Low
Clarifying
Explaining
Student Question
Closed Dialogue
Open Dialogue
Passive Observing
Active Observing
Student
Presentation
Students Talking Serially
Not Interacting
Medium
Relatively Low
MediumMedium
Relatively HighMediumMediumMediumMedium
Relatively Low
TA profile based on design of class:
TA profile you think is most helpful:
Number of disagreements,
δ
= 2 out of 10.Slide7
High level of buy-in. GREAT! But…
Does it translate to practice?
This is the smallest
δ
when comparing with her actual profile
Taresa’s
actual profile compared to…δ, out of 10
Her understanding of the design
Her idea of the best way to teach
Her idea of what the students want from her
8
8
5Slide8
Interview Evidence for Buy-in
In response to a question about how her view of the role of a TA has changed,“I try not to interject my own ideas and thoughts to their groups. I try to
listen more and try to be quiet more
to let them
arrive at solutions themselves
because as we’ve learned in the pedagogy seminar the
peer instruction is more beneficial to the student…”In response to how she feels her RIOT profile may have changed,“I tried to explain things less which should give them the benefit of having more discussion.”Slide9
Interview Evidence for Student Influence
In response to a question about using whiteboards,“I had a chance but I didn’t really end up using them as much as I probably should have. It was difficult, so when I would implement it
the students wouldn’t want to use it
they would end up putting it on the floor
and it was kind of hard to…monitor
that I guess. And give them motivation to actually use it.”
After seeing her actual RIOT profile,“From this it’s obvious there’s just more explaining than I feel would be good.”Slide10
In summary…
Expressing difficulty stepping back and letting students talk,“It’s very difficult sometimes when they get frustrated with you for not giving them the answer but I think the seminar helped me see the value in that.”Slide11
Wrapping up
Taresa‘s practices are not reflecting her buy-in but are most similar to what she thinks the students want from her.Created a survey based on RIOT to quantify TA buy-in and influences on their practice.Slide12
For more information see:
“Quicker Method for Assessing Influences on Teaching Assistant Buy-in and Practices in Reformed Courses” Physical Review Physics Education ResearchThank you!Questions?Slide13
Converting the Actual Profile to Rankings
Blue bar is one standard deviation of the action percentages in height and centered on the average (10%).
Actions that fall below the bar are ranked as “Relatively Low”, above the bar as “Relatively High” and in the bar as “Medium”