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

2. Background > Learning strategies Deep builds framework of knowledge; structures learning; relates different areas of knowledge; is self-aware; well motivated (interest in subject)‏ Surface learns by “rote”; unstructured; unmotivated (pass exam, avoid failure)‏ Strategic is able to use deep learning to attain “surface” goals

3. 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

4. Background > Identify learning strategies Listen “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?”

5. Marking > Marking homework The purpose of marking homework is to diagnose students' strengths and weaknesses allow them to diagnose themselves motivate students provide a profile of what students have learnt

6. Marking > Write feedback on homework Praise the students if they are doing well If there is a mistake, point out where the student has gone wrong and say why it is incorrect‏ Try not to be negative and do not use the words “silly”, “stupid”, “daft” etc. Provide constructive criticism. Indicate what the next step should have been Correct any incorrect or unclear notation Indicate if part of the answer is missing

7. 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

8. 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%

9. 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

10. 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)‏

11. 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

12. 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)‏

13. 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

14. 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

15. 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

16. 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

17. 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

18. 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.

19. 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

20. Practical info > Technical Issues Take note of attendance, and enter promptly into the records database on our linux network Sort students’ work as requested by the lecturer Enter 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.

21. Practical info > Mentoring programme Each 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 etc Discuss marking with your mentor (first time)‏ At some point in the first term the mentor will assess the marker

22. 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. http://www.maths.dur.ac.uk/compinfo/wiki/index.php/The_records_program _and_friends