Guidelines for Module Co-ordinators on the Design and Delivery of a School-based Module to support Graduate

Teaching Assistants (GTA)

UCD Teaching and Learning, 2014

Dr Geraldine O’Neill (geraldine.m.oneill@ucd.ie)

UCD Teaching & Learning 2014 Page 1

Content

1. Background to generic module design development (2009-2011): ‘Teaching in Higher Education: as a Graduate Teaching Assistant’(GTA) (5 ECT, Level 9 module)

2. Designing your own module

2.1 A Collaborative Design: Support from UCD Teaching & Learning

2.2 Suggested Learning Outcomes, Teaching, Learning and Assessment approaches.

Appendix 1: Guidance for GTA Students on the Assessment of the Module

Appendix 2: Resources: A few to get you started

Resources for Demonstrators

Resources for Tutors

Resources for Teaching and Learning Theories and Principles

Resources on the Assessment (including writing reflectively, lesson plans, peer observation forms...)

Appendix 3: Useful UCD contacts.

UCD Teaching & Learning 2014 Page 2

1. Background to the Generic Module Design Development (2009-2011)

University College Dublin (UCD), as in many international Universities, has had a long

history of engaging demonstrators and tutors to support in the delivery of undergraduate

programmes. As such, they are often considered as additional staff who support teaching

and the student learning experience. In the more science-based subjects these support staff

are often PhD students, who support undergraduate students by demonstrating laboratory

experiments. This group, as they are also graduate students, can sometimes be called

‘Graduate Teaching Assistants’. In contrast, tutors in the Arts and Humanities are less likely

to be PhD students. Their role is to support student learning through group tutorials. This

latter group can often be more experienced part-time staff.

This layer of support staff (both tutors and demonstrators) have a vital role in engaging

students in their learning and are often the first point of contact when students have

difficulties in their learning:

‘ Feedback from first year students shows that they often find the GTAs, who are usually

relatively close to them in age, more approachable and less intimidating than the academic

staff and so they are more prepared to ask questions. (Scott & Maw, 2009).

In UCD, this group of demonstrators/tutors have been traditionally supported locally in the

Schools and through generic one-day workshops delivered by UCD Teaching and Learning.

The feedback from demonstrators/tutors on the generic workshops delivered to a range of

disciplines has been very mixed; in particular students have been critical of its lack of

relevance to the disciplinary context (CTL, 2004).

In 2009, UCD Teaching & Learning responded to the Institutional demand to improve the

quality of the University’s tutoring and laboratory demonstrating. The recent introduction of

a structured PhD had offered the opportunity for those graduate students undertaking a

PhD to incorporate teaching development activity into an accredited module. A team of

educational developers from UCD Teaching & Learning joined with interested academic staff

to develop accredited School-based modules to support these demonstrators/tutors in their

teaching role, i.e. Graduate Teaching Assistants (GTA). The project was led by Dr Geraldine

UCD Teaching & Learning 2014 Page 3

O’Neill and Aine Galvin (UCD Teaching & Learning) and supported by Dr Martin McNamara

(UCD Teaching Fellow). The majority of the modules developed, based on local demand,

were for GTA students in a demonstrating role in the Life Sciences, with the exception of

one module in the School of Psychology. The module design, however, should be

transferrable to other disciplines. Table 1.1 outlines the design teams (educational

developers, academic staff and School support staff) involved in the modules designed in

2009-2011.

This resource aims therefore to assist academic staff within the Schools to provide a more

discipline-specific, 5 ECT Credit (10 UK Credit) module at Irish Level 9 (Masters Level). It

draws together the resources and designs from these seven accredited School-based

modules, designed to support Graduate Teaching Assistants in UCD in 2009-2011.

References:

Scott, J & Maw, S.J (2009). The Role of the Postgraduate Student in Delivering Bioscience Teaching, Bioscience Education, www.bioscience.heacademy.ac.uk/journal/vol14/beej-14-3.pdf

CTL (2004) UCD Centre for Teaching and Learning Quality Review Report. 2004.

UCD Teaching & Learning 2014 Page 4

Table 1.1: The Schools with ‘Graduate Teaching Assistant’ Modules (April 2011)

Colleges College of EMPS

College of Life Sciences

2010/2011 Sem 2 Sem 2 Sem 1 and 2 Sem 2 Sem 1 Sem 2

Disciplines/Schools(IN 2010/2011)

Module 1: School of Physics (includes some Engineers)

Module 2: School of Public Health, Physiotherapy and Population Science

Module 3: School of Chemistry & Chemical Biology(SCCB)

Module 4: School of Bimolecular and Biomedical Sciences

Module 5: School of Medicine and Medical Sciences (including Vet)

Module 6: School of Biology and Environmental Science (SBES)

SAFSVM: School of Agriculture, Food Science and Veterinary Medicine SCCB: School of Chemistry & Chemical Biology; SMMS: School of Medicine and Medical Science; SBBS: School of Bimolecular and Biomedical Sciences

SBES: School of Biology and environmental Sciences

UCD Teaching & Learning 2014 Page 5

2. Designing your own module

2.1 A Collaborative Design: Support from UCD Teaching & Learning

UCD Teaching & Learning’s role is to support University College Dublin (UCD) staff in the

enhancement of teaching and learning. Therefore, if you are decide to develop and

implement a UCD School-based module we will work collaboratively with you to design this

module. (For modules designed outside of UCD, please contact Geraldine O’Neill

(geraldine.m.oneill@ucd.ie) for any questions on the design presented in this guidelines).

The module will be delivered as part of your School’s offerings and as module coordinator

you would have ultimate responsibility for the module’s design, delivery and assessment.

UCD Teaching & Learning will give you support in the module design and in addition will

support you in the co-teaching of the module in your first or two year of its implementation

(See Table 2.1). In subsequent years, it is planned that the School staff will then deliver the

module, with UCD Teaching & Learning available for on-going advice and support for

resource development (See Table 2.1). We can also provide you with initial teaching and

learning resources*, templates related for assessment and advice on reflective writing.

Table 2.1: UCD Teaching & Learning support

UCD Teaching and Learning Page 6

UCD Teaching and Learning Page 7

2.2 Suggested Learning Outcomes, Teaching, Learning and

Assessment Approaches

As a starting point, based on the literature and experience with the similar teaching

modules, a generic module descriptor has been devised. It was desined so that it could be

then be adapted by each individual Schools to ensure that the learning experience was

relevant to the context in which the students were working. The customised 5 ECTS credit

module would belong to the School for the purpose of academic governance and oversight.

In some Schools in 2009-2001 the module was considered a ‘mandatory’ module for PhD

students who undertake a teaching role. Table 2.1 provides the details of the ‘generic’

module learning outcomes, teaching/learning and assessment activities, titled ‘Teaching in

Higher Education as a Graduate Assistant’. This version (Version 2) has been revised based

on feedback from the staff and students involved in the initial seven modules.

Table 2.1: Generic Module Template: Version 2

TEMPLATE FOR CONTEXT-SPECIFIC MODULE DESCRIPTOR FOR GTAs(TO BE ADAPTED FOR LOCAL CONTEXTS)Subject Area: Short Title: Teaching in Higher Education Module ID: Long Title: Teaching in Higher Education as a Graduate

AssistantSemester : Either Semester 1 or 2 School: Module Coordinator

Credits: 5

College: Passing Grade:

Pass/Fail

Level: Masters (Level 9)Module Type Postgraduate Module Pre-

requisite Discipline Knowledge in area of teaching

Module Description In this module, the participants, who are in the role of graduate teaching assistant, will engage in a scholarly critique of their teaching performance in supporting student learning in their disciplinary context. Participants will apply some of the basic generic and discipline specific skills in their teaching. They will be expected to engage in a scholarly discussion with their peers on best practices in teaching and learning in their context. They will be encouraged to self-assess based on feedback from their peers and/or their students, i.e. encouraged to take responsibility for judging the quality of their teaching. The module will be delivered with a mixture of face-to-face and online environment and participants must be in an active teaching role. Learning Outcomes. (Level 9) Core

1. Demonstrate knowledge and critique of the principles of teaching and learning in relation to your own practice and subject area

2. Critically evaluate your own teaching and learning approaches and their impact on learners and how they learn

3. Select and apply the most appropriate techniques and skills for the specific learning context (based on what student required to ‘perform’…)

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4. Take responsibility for planning and managing teaching and learning activities to encourage student engagement in learning and the achievement of specified learning outcomes for each session

5. Take responsibility for evaluating your own performance based on feedback from a variety of sources (student, peer….) and demonstrate willingness to change in light of this feedback

6. Demonstrate an awareness of UCD, College and School policies and procedures that impact on your roles as a Teaching Assistant and discuss their implications for your practice

Learning Outcomes. (Level 9) Context- specific (if necessary)7. (Related to domain specific knowledge-base, if required): …………………………………………………………………………………………………..

Workload*: Prior Learning Required

Autonomous Student Learning 20 Participants must:(a) Be, or about to be, registered for PhD/Masters in UCD(c) Have, or about to have, an active teaching role within UCD

Practicals (planning and implementing teaching)

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Lectures (in workshops) 5Small Group (workshop discussion )

(One-to-one time with peer) 1010

Specified Learning Activities: Reading and writing for assignments

ActivitiesGathering & analysing student/peer

feedback

101030

TOTAL 110Assessment: Presentation of Teaching Portfolio – 3 entries

Description Timing Length approxEntry 1* ‘Planning (thinking about) your

teaching sessions’ including a session plan(s) and the rationale for the plan (based on the literature and/or performing lab reports)

Weeks 2-3 approx 500 words (session plan template available)

Entry 2* What would you design differently and why? Produce either a revised experiment or revised series of sessions, or a revised manual and explain your rationale for change on experience and based on the literature.

Week 8 approx 800 word equivalence

Entry 3* ‘Improving my performance’: Reflection based on feedback (peer, self, tutor and/or staff as appropriate) and the literature (to include changes made in the light of the feedback)

Week 12 approx 1500 plus appendices of evidence (peer observation forms, etc..) and reference to the literature

This module was designed based on four core teaching development activities.

Table 2.2: Core Activities common to all modules across the UCD Schools:

1. Fundamentals of Teaching and Learning 2. Reflecting on and in Practice (based on

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feedback)Reading and critiquing teaching and learning theories, principles

Reflecting on teaching based on literature and on feedback from a peer/student and/or staff

3. The Context of my Teaching 4. My Teaching PracticeReading, critiquing and applying discipline teaching and learning principles, policies, procedures and using techniques in class

Carrying out teaching practice

The Learning Outcomes/contact hours and teaching methods

Once you have decided to introduce a module the first step is to read through the generic

module descriptor template (Table 2.1). The details, approaches and sequence of the

teaching, learning and assessment activities should be adapted for your context. However,

student-effort hours must not exceed 110 for this 5 ECT Credit (note any requirements for

10 UK Credit) module and activities must be aligned with the core or added context-specific

learning outcomes. The design process should involve a discussion between UCD Teaching &

Learning staff member and your relevant School staff. The purpose of this is to individualise

the learning experience to the GTA’s teaching context, i.e. labs, tutorials, etc.

The methods of teaching can vary depending on your own teaching style and on the

learning approaches of your GTA students. For example, many modules used a mixture of

lectures and discussion groups, whereas one module used a more problem-focused

approach using videos of laboratory issues as a stimulus for student discussion and action

planning. The timing of the staff contact time can also vary. If you have challenges in finding

time that all GTA students are free, you might front-load the contact time in the form of

workshops before and after the semester, alternatively they can be spread over the

semester. If you have to consider for loading of the face-to-face workshops, it would be

good practice to scaffold some peer/staff support throughout, either through on-line

activities or other peer/staff discussion opportunities

The contact time in these modules was often the equivalent of 15 hours (either 3 full day

workshops or 4-5 sessions for 2-3 hours). This is not “cast in stone” as some modules may

also have higher ‘specified learning activities’. The student’s practical experience

demonstrating/tutoring is partially included in the student effort hours, i.e. ‘Practicals’ in

module descriptor. The distribution of hours should however be reflected in your module

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descriptor. An additional 10 hours of contact with peers/or staff (either through discussion

opportunities or peer observation activities) may also be required.

Teaching and learning activities

The teaching and learning activities need to be based on the module’s learning outcomes

and assessment approaches. As a starting point, it is important to identify the tasks required

by the tutors/demonstrators that will be attending the module, i.e. a task analysis of their

demonstrating/tutoring duties. For example, are the key tasks required by the GTA’s to

facilitate tutorials discussions, grade lab reports/essays, give mini pre-lab demonstrations,

rove around the lab, etc? If there is diversity of tasks among the GTA students, the module

should have elements of ‘elective’ sessions that are highly relevant to these tasks and are

probably best provide by a School staff member with expertise in this task (Figure 2.2).

Based on this task analysis and discussion, the appropriate discipline-specific resources,

teaching and learning principles and techniques will need to be designed into the module

(See Table 2.1). UCD Teaching & Learning will supply some initial key on-line resources

related to these areas.

Based on the learning outcomes of the generic module, the following table highlights a

suggested range of activities that you might considered: (Table 2.1)

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Table 2.1 Some suggestion for inclusion in the module sessions

Core Potential for including in the face to face sessions

Demonstrate knowledge and critique of the principles of teaching and learning in relation to your own practice and subject area

Reading and commenting on Discipline specific articles: such as: -Laboratory Demonstration principles-Engaging students in tutorial discussion. -Activity for students to self-generate their own principles of teaching in their context.

Additional Reading: 1) Chickering and Gamson’s Seven Principles 2) A useful overview of the key theories as they relate to teaching is Orison and Carlile (2005) 3) Geraldine O’Neill (UCD Teaching & Learning) has put together an on-line Articulate resource which you can use for GTA (demonstrators) to listen to and use as revision on: ‘Teaching and Learning Principles for Demonstrators’ (O’Neill, 2012) , available at : http://cop.ndlr.ie/LINCS2010/ucd/teaching-and-learning-principles-for-demonstrators/player.html

See Connect Tab and in resources section for more examplesCritically evaluate your own teaching and learning approaches and their impact on learners and how they learn

This can be done through the reflective assignment, and some sessions or engagement in on-line task on:

how students learn, students learning styles, motivating students, students’ approaches to learning.

See resources section for more examplesSelect and apply the most appropriate techniques and skills for the specific learning context (based on student needs, subject area, format, setting...)

Demonstrating How to give a mini pre-lab talk Good demonstrating techniquesQuestioning techniques for lab based contextsEncouraging students, Dealing with dilemmas in the laboratory, Managing large classesCorrecting lab reportsGiving feedback to students Time management, etc...

Tutoring Facilitating group discussion Active learning in tutorials Questioning techniques for tutorials Correcting essaysGiving feedback to studentsHandling dominant and quiet students Dealing with plagiarism...

Take responsibility for planning and managing teaching and learning activities to encourage student

Developing a lesson plan.Constructive alignment and lesson planning. Reflecting on lesson plans: did the session work as planned?

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engagement in learning and the achievement of specified learning outcomes for each session

Techniques for how to engage students, giving real-world examples, making relevance for UG students…See resources section for more examples

Take responsibility for evaluating your own performance based on feedback from a variety of sources (student, peer….) and demonstrate willingness to change in light of this feedback

How to implement a peer-observation of teaching (pairs, individual).Ideas for Gathering UG student feedback on their performance.How to write and refection and action plan in relation to this.

See resources section for more examples

Demonstrate an awareness of UCD, College and School policies and procedures that impact on your roles as a Teaching Assistant and discuss their implications for your practice

Safety in the Laboratory.Handling students in crisis, where to refer them to.School plagiarism policies.School assessment submission policies.

Vary depended on School context. Optional: Related to domain specific knowledge-base, if requiredExample; Reflect and plan for their teaching based on their competency in the disciplinary knowledge.

Exercises in competence in discipline knowledge as it relates to the teaching role. For example, completion of some laboratory experiments (reading of some tutorial materials) and reflecting on how they may then plan for this in their teaching (if relevant).

Based on the module descriptor it is important to engage with some of the teaching and

learning principles and educational literature, as it is a level 9 Teaching and Learning module

(Masters level, which can be used for UCD structured PhD modules). This may need to be

reinforced with the GTA students. GTAs are often novice teachers and as such have little

situational perspective, often not seeing beyond their own context at the start (Dreyfus &

Dreyfus, 1986; Moore, O’Neill & Barrett, 2008). The module’s educational literature

therefore needs to be relevant to their context, i.e. Medical Education, Science education,

Psychology Education. Some examples of these are in the Laboratory and Tutorial Specific

resources section in this guide, for example:

Herrington, D.G and Nakhleh. M.B. (2003) What Defines Effective Chemistry Laboratory Instruction? Teaching Assistant and Student Perspectives, Journal of Chemical Education, Vol. 80 No. 10 October 2003. pp 1197-1205

Ding, Y. (2006) Improving the Teaching and Learning in Modern Physics with Contemporary Strategies. http://science.uniserve.edu.au/pubs/china/vol6/Phys4.pdf accessed Sept 2009.

UCD Teaching & Learning will assist you in finding a few key discipline specific articles. The

students need to refer to some of these discipline-specific resources in their assignment, in

particular how they relate to their teaching experience. It is useful to draw students’

attention to the UCD database ‘Academic Search Complete’ where the education peer-

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reviewed articles can be found. In addition, you may also encourage students to start to

explore some of the more general teaching and learning literature, such as,

- Chickering and Gamson’s Seven Principles,- Orison and Carlile’s overview of learning theories (2005),- Students Learning styles (see resource section for references).

However, as these students are novice teachers in their discipline many of them may not

see the relevance of this literature at this point and need some encouragement to engage

with this literature.

As one of the module’s key learning outcomes is to ‘Select and apply the most appropriate

techniques and skills for the specific learning context’, it is important to allow some

opportunity for students to have practice and discussion on the appropriate techniques and

skills. Some of the common techniques and skills in laboratories are presentation skills,

questioning skills, planning a session, safety, giving feedback, correcting laboratory reports,

competence in the knowledge of the experiment (Herrington & Nakhleh, 2003). The tutorial

based skills include active learning, facilitating group discussion, questioning skills, giving

good feedback, assessing essays, etc (See Table 2.1 above). You may add or subtract to this

list as is relevant to your context. There are resources on these on the UCD Teaching &

Learning website (http://www.ucd.ie/teaching/resources/teachingtoolkit/) . Talk to UCD

Teaching & Learning , if you have any queries on these (teachingandlearning@ucd.ie).

The teaching activities related to reflection should highlight the cyclical nature of reflecting

on teaching practice and Figure 2.1 below can be used to explain this process.

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Figure 2.1

The following module learning outcomes may already be addressed by a wide range of staff

in your School as ‘orientation’ talks, i.e. Demonstrate an awareness of UCD, College and

School policies and procedures that impact on your roles as a Teaching Assistant and discuss

their implications for your practice. To be most efficient with your and the students’ time, it

is important that any sessions that address these are transparently incorporated into your

module. For example, the safety or orientation ‘talk’ should be embedded into the

students’ timetable. In addition, there may be other existing opportunities and resources in

UCD that might also be useful to embed with your module (see Figure 2.2). You may have

GTA students from quite diverse backgrounds who have to demonstrate to undergraduate

students in different contexts, for this reason it is also useful to design some ‘elective’ or

‘specialised’ sessions that are available to some GTA students, drawing where possible on

other expertise within the School/College or University (See Figure 2.2).

In the early weeks of the module, the GTA ‘novice’ demonstrators/tutors may be very

focused on the skills need to plan and perform the tasks, i.e. to survive the early new

experience of demonstrating/tutoring. Therefore you might consider that these early weeks

focus more on these more survival skills/techniques of tutoring or demonstrating, while the

engaging with discipline education literature and peer/student feedback occur later in the

module (Figure 2.2). The assessments have been designed to reflect this developmental

aspect.

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Figure 2.2: Development approach to design and specialisation

The Assessment:

The assessment is usually pass/fail grade to allow students to developmentally work on

their teaching and to encourage collaboration with other GTA students. The emphasis of

the assessment is to encourage students to reflect and change their teaching approaches

and as such the students are required to reflect on their teaching. However, this reflection

needs to be based on evidence from the literature and from others (peer/students/staff

feedback). A useful guide for the students and yourself on writing reflectively is Hampton

(2011) http://www.port.ac.uk/departments/studentsupport/ask/resources/handouts/

writtenassignments/filetodownload,73259,en.pdf.

Although each component of the assessment is Pass/Fail, this does not equate to 40% or

any other percentage. It is a criterion-referenced assessment, which implies that as long as

the student obtains the criteria (the expectations) set out in the assessment criteria they

should pass the module. They need to pass all components, so you should give some

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thought to what are the expectations at the beginning and end of the module. These should

be communicated to students. In appendix 1, there is a generic ‘Assessment Guidelines for

Students’ which uses Hampton’s guidance on reflection. However you can equally use other

categories of reflection, i.e. Hatton and Smiths critical and dialogue reflection. Once adapted

to your module, this should then be made available to all GTA students on your module, in

particular if they are not familiar with either reflection or a pass/fail grade.

Your assessment criteria should also develop and highlight the expectations in relation to

engagement with the teaching and learning literature, i.e. reference to 2-3 peer reviewed

papers.

If you do decide to go with the three portfolio entries as laid out in the generic module

descriptor the expectations for these entries are outlined below. However, you may decide

on alternatives or on fewer assignments. Some initial feedback suggests that two may be

adequate, provided you can meet the module’s learning outcomes. The words ‘Portfolio

Entry’ are used as they are in keeping with the language used for assignments that include a

reflection on teaching; however you may decide that you want to call them ‘assignments’.

Assignment/Portfolio Entry 1:

Assignment/Portfolio Entry 1*

‘Planning (thinking about) your teaching sessions’ including a session plan(s) and the rationale for the plan (based on the literature and/or performing lab reports)

Timing:

Weeks 2-3

approx 500 words (session plan template available)

The purpose of this Assignment/Portfolio Entry is to address the following learning

outcomes - students should be able to ‘Take responsibility for planning and managing

teaching and learning activities to encourage student engagement in learning and the

achievement of specified learning outcomes for each session’. It also ensures that the GTA

students engage early in planning their sessions and an initial task of reflective writing. A

proforma for planning a session is included in the ‘Resources on the Assessment’ section

and can be adapted for your use. See also the rationale behind this approach on the UCD

webpage (Surgenor, 2011)

http://www.ucd.ie/teaching/resources/teachingtoolkit/planningstructuringateachingsession

/

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Some of UCD’s initial modules (Modules 1 and 6: Table 1.1) who were concerned about the

level of competency in the discipline knowledge used an alternative option to this

assessment that you might want to consider. In these cases, this Assignment/Portfolio Entry

required students to read, perform a series of experiments before demonstrating and to

then reflect on how they might teach these experiments to the students. This ensured that

the demonstrators had competency in the disciplinary knowledge, a regular complaint

about GTA teaching from undergraduate students (Herrington & Nakhleh, 2003).

Assignment/Portfolio Entry 2:

Assignment/Portfolio Entry 2*

What would you design differently and why? Produce either a revised experiment or revised series of sessions, or a revised manual and explain your rationale for change on experience and based on the literature.

Timing:

Week 8

approx 800 word equivalence

This 2nd Assignment/Portfolio Entry allows GTA students to discuss their own ideas for best

practice in the design and delivery of their teaching. Students are encouraged to consider

what they would do differently if they had the opportunity to make change to the sessions

or the module. They do need however to relate it to best practice that they are aware of,

can find on the web and is referred to in the educational and disciplinary literature. You can

design this Assignment/Portfolio Entry in many different ways, for example: they could be

asked to redesign an experiment; suggest how the laboratories or tutorials can be

sequenced better with the lecture and on-line activity in the module; suggest innovative

approaches to tutorials/laboratories. An added bonus of this Assignment/Portfolio Entry is

that you may get some interesting ideas for the next reiteration of your UG module. You

may consider merging this Assignment/Portfolio Entry into the first or the last

Assignment/Portfolio Entry to reduce the number of entries.

Assignment/Portfolio Entry 3:

Assignment/ ‘Improving my performance’: Timing Week 12 approx 1500 plus

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Portfolio Entry 3* Reflection based on feedback (peer,

self, tutor and/or staff as appropriate)

and the literature (to include changes

made in the light of the feedback)

appendices of evidence

(peer observation forms,

etc..) and reference to

the literature

The purpose of this final Assignment/Portfolio Entry is to address the learning outcome:

‘Take responsibility for evaluating your own performance based on feedback from a variety

of sources (student, peer….) and demonstrate willingness to change in light of this feedback.

A key aspect of this outcome is that GTA students can start to monitor and improve their

performance, not that they are fully competent teachers at this point. They need to gather

feedback on their performance but this can be through a mixture of formal and informal

methods, i.e. observation of the UG students reactions; chatting to staff; formal feedback

from staff, peers and/or UG students. Peer observation in pairs of GTA students was the

most commonly used in the UCD initial modules. You need to decide, however, which of

these feedback mechanisms are the most valuable, manageable and appropriate in your

context. If you decide that ‘Peer observation in pairs of GTA students’ is a useful format,

then an example of this process is outlines in the ‘Resources on the Assessment’ section.

The key aspect of this approach is that students (or others) give feedback, both on what is

positive and areas for improvement. It is vital that the student being observed also self-

assesses their own performance so that they are beginning to take responsibility for

monitoring and discussing their own performance.

Having decided on your Assignments/Portfolio Entries Appendix 1 can be used/adapted and

put up on Blackboard for the students.

In Summary:

This guideline, as it implies, is a series of suggestions for assisting you in the design of your

School-based 5 ECT Credit (10 UK Credit) module for your demonstrators/tutors. Feel free to

adjust it to your context and if needed please feel free to contact UCD Teaching & Learning

for any further advice (ucdteachingandlearning@ucd.ie) . UCD module co-ordinators may

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also find it useful to seek advice, to collaborate or to join forces with one of the existing GTA

modules (see Table 1.1 for modules and Appendix 3 for contact details).

References: Moore, S., O’Neill, G., Barrett, T. (2008) The Journey to High Level Performance: Using

knowledge on the novice-expert trajectory to enhance higher education teaching. In, Emerging Issues II: The Changing Roles and Identities of Teachers and Learners in Higher Education in Ireland, eds. Higgs, B., and McCarthy, M. NAIRTL: Cork.

Dreyfus, H.L., Dreyfus, S.E. (1986) Mind over machine: The power of intuition and expertise in the era of the computer, New York: The Free Press.

Eraut, M. (1994) Theories of professional expertise in Developing Professional Knowledge and Competence, London: Routledge Falmer: 123-158.

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Appendix 1:

Guidance for Students on the Assessment of the

Module

Assessment Description and Timing

Portfolio Entries(assignments)

Description Hand in date: Length approx* Grade

Entry 1* ‘Planning (thinking about) your teaching sessions’ including a session plan(s) and the rationale for the plan (based on the literature and/or performing lab reports)

…………………………..

Weeks 2-3

approx 500 words (session plan template available)

Pass/Fail**

Entry 2* What would you design differently and why? Produce either a revised experiment or revised series of sessions, or a revised manual and explain your rationale for change on experience and based on the literature.

…………………………..

Week 8

approx 800 word equivalence

Pass/Fail**

Entry 3* ‘Improving my performance’: Reflection based on feedback (peer, self, tutor and/or staff as appropriate) and the literature (to include changes made in the light of the feedback)

…………………………..

Week 12

approx 1500 plus appendices of evidence (peer observation forms, etc..) and reference to the literature

Pass/Fail**

*Note: is a very approximate word count for students taking this module... ** Pass/Fail is grade neutral

Passing your assignments:

Each component of the assessment is Pass/Fail. This does not equate to 40% or even to any other percentage. It is a criterion-referenced assessment, which implies that as long as you obtain the criteria (the expectations) set out in the assessment criteria below you should pass the module. You need to pass all components of all parts. The reason for a pass/fail grade is that in your assignments you need to discuss the teaching issues that you find problematic and that you do not try to ‘hide’ areas you feel that you are not competent in. We encourage talking about these issues and making recommendations for change to your teaching. The assessment criteria for your assignment are laid out below. Before you hand in your assignment, self-asses yourself against these criteria to make sure you have obtained them using Table A.

[Type text] Page 21

Table A: Assessment Criteria A self assessment checklist:

Have I done this?Part 1* ‘Planning (thinking about) your

teaching sessions’ including a session plan(s) and the rationale(reflection) for the plan (based on the literature and/or performing lab reports)

Submit 1-2 completed lesson Plan(s) Yes/No

Reflect* on your Plans Yes/No

Link reflection to a teaching and learning resource.

Yes/No

approx 500 words Yes/No

Part 2* What would you design differently and why? Produce either a revised experiment or revised series of sessions, or a revised manual and explain your rationale for change on experience and based on the literature.

Submit a (session, manual or module) design overview

Yes/No

Reflect* on your design, suggestions Yes/No

Link reflection to disciplinary teaching a learning article(s), literature

Yes/No

approx 800 word equivalence Yes/No

Part 3* ‘Improving my performance’: Reflection based on feedback (peer, self, tutor and/or staff as appropriate) and the literature (to include changes made in the light of the feedback)

Submit a Peer Observation (and/or student feedback) form based on your teaching (not that which you observed)

Yes/No

Reflect* on the Peer Observation Yes/No

Link reflection to a general and disciplinary teaching a learning article(s), literature

Yes/No

approx 1500 Yes/No

*Reflect: To be sure you have passed the reflective writing component of your assessment, please make sure that you have given an ‘Interpretation’ and an ‘outcome’ related to this task, see below:

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A useful guide for you on writing reflectively is Hampton (2011), see

http://www.port.ac.uk/departments/studentsupport/ask/resources/handouts/

writtenassignments/filetodownload,73259,en.pdf . For teaching and learning literature see

your Blackboard site and see also the UCD database ‘Academic Search Complete’.

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Appendix 2: Resources: A few to get you started

Resources for DemonstratorsHerrington, D.G and Nakhleh. M.B. (2003) What Defines Effective Chemistry Laboratory Instruction? Teaching Assistant and Student Perspectives, Journal of Chemical Education, 80,10,1197-1205

Chang, W. (2005) Impact of Constructivist teaching on students beliefs about teaching and learning in introductory Physics. Canadian Journal of Science Mathematics and Technology Education. 5, (1) 95-109.

Ding, Y. (2006) Improving the Teaching and Learning in Modern Physics with Contemporary Strategies. http://science.uniserve.edu.au/pubs/china/vol6/Phys4.pdf accessed Sept 2009.

Brass, C. , Gunstone, R., Fensham, P. (2003) Quality Learning of Physics: Conceptions held by High School and University Teachers. Research in Science Education, 33, 245-271.

US Teaching Assistants handbook http://www.cidde.pitt.edu/ta/ta_handbook

Aubrie E. Swan & Angela M. O’Donnell (2009): The contribution of a virtual biology laboratory to college students’ learning, Innovations in Education and Teaching International, 46:4, 405-419

Abdulwahed, M, Nagy, Z.K. (2009) Applying Kolb’s Experiential Learning Cycle for Laboratory Education. Journal of Engineering Education, 283-294

Herron, S.S. (2009) From Cookbook to Collaborative: Transforming a University Biology Laboratory Course, National Association of Biology Teachers. 12030 Sunrise Valley Drive # 110, Reston, VA

RESOURCES FOR TUTORS: Large and small group teaching http://www.ucd.ie/t4cms/UCDTLT0021.pdf

See also the UCD Teaching & LearningToolkit page; http://www.ucd.ie/teaching/resources/teachingtoolkit/

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RESOURCES FOR TEACHING AND LEARNING THEORY AND PRINCIPLES O’Neill, G. (2012) ‘Teaching and Learning Principles for Demonstrators’ available at : http://cop.ndlr.ie/LINCS2010/ucd/teaching-and-learning-principles-for-demonstrators/player.html

See UCD Teaching & LearningWebsite: http://www.ucd.ie/teaching/resources/teachingtoolkit/understandinghowstudentslearn

The Seven Principles of Teaching and Learning https://www.msu.edu/user/coddejos/seven.htm

RESOURCES FOR THE MODULE’S ASSESSMENT Brockbank, A, & McGill, I. (2007) ‘Facilitating Reflective Learning in Higher Education' 2nd Ed. Berkshire: Open University Press.

Redmond, B. (2004). Reflection in action: Developing reflective practice in health and social services. England: Ashgate Publishing Limited.

Gosling, D (2002) Models of Peer Observation of Teaching, The Generic Centre.

Young, S. & Bippus, A. (2008) Assessment of Graduate Teaching Assistants (GTA) Training: A Case Study on a Training Program and its impact on GTA’s. Communication Teacher, 22 (4), 116-129.

Donohoe, A., McMahon, T. & O’Neill , G (2008) Online Communities of Inquiry in Higher Education, In, R. Donnelly & F. McSweeney (Eds) Applied e-learning and e-teaching in higher education, pp262-288. London: Information Science Reference (an imprint of IGI Global).

Eraut, M. (1998). Concepts of competence. Journal of Interprofessional Care, 12(2):127-139. Hatton N, Smith D (1995) Reflection in Teacher Education-towards definition and Implementation. Teaching and Teacher Education, 11, (1) 33-49.

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RESOURCE ON PLANNING A SESSIONFor developing a lesson/session plan see resource on UCD webpage (Paul Surgenor) http://www.ucd.ie/teaching/resources/teachingtoolkit/planningstructuringateachingsession/See also Proforma Below (David Jennings, Tim McMahon & Paul Surgenor

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Session (lesson) Plan Template (for inclusion in Assignment 1)

Task:

Use the following pro-forma to draw up a plan for your first lab/tutorial session. This should be completed to hand in with assignment 1.

Title:

Duration:

Module: Number in Sequence:

Aim(s):

Outcomes: At the end of this lesson the students should be able to:

Time Teacher Activity Student Activity

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Resources needed:

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Peer Observation for Pairs of Students

(one approach, see also others on CONNECT)

Peer Observation Process for the Observee (person being observed) and Observer (Person Observing)

1= Both forms will be submitted with 2nd assignment.

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Step 2:

Pre-observation

meeting: Observer and

Obervee

Step 3:

Peer-Observation

Session

Step 6:

Swap over to repeat the process.

Step 5:

Observer completes Post-

observation form1

Step 4:

Post-Observation

meeting

Step 1:

Observee fills in Pre-observation

Form1, which includes a

session plan.

Extra Details on

Same Day Step 2: Step 3: Step 4Pre-Observation Meeting Peer-Observation Session Post Observation Meeting:

Person to be observed indicates what s/he hopes to gain from the observation

Observer acts in an unobtrusive manner and does not get involved in classroom interactions.

This needs to be in a private and comfortable setting and be allocated sufficient time with no distractions or interruptions. This should be done immediately after observation.

Person to be observed briefs observer on the intentions of the session and the chosen teaching/learning strategy.

Observer observes both teacher and learners. (In other words s/he takes full account of context.)

The person doing the teaching (observee) should give his or her appraisal of their session first.

Person to be observed supplies copy of completed Pre-Observation form including session plan (and any other handouts for the session) to observer, etc.

Observer completes hand-written observation notes on the Post Observation form during and immediately after the session (to hand to observee after session)

The observer gives feedback starting with positives and then discussion on potential ideas for improvement.

Observer records specific incidents that seem important

The observer leads a discussion on what can be learned from the observations and asks

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observee: What they plan to do in the future to improve/adapt the session?

PRE-Observation Form*:

Name of Person Being Observed: Name of Observer:

Date of Session: Time of session:

Venue of session:

Session (lesson) Plan Template

Title of Session:

Duration:

Module: Number in Sequence:

Aim(s):

Outcomes: At the end of this lesson the students should be able to:

Time Teacher Activity Student Activity

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Resources to be used in session: (Hand-outs, overheads…)

In addition to more general observations, what I would like to have some feedback on? (for example, my introduction, clarity of my voice, my questioning skills, motivating students, other areas not on this form………………………..……..)

Where would I like the observer to sit, in order to not be intrusive?

What I plan to say to introduce the students to the peer observation process:

*copy of this form to be given to Peer Observer at Pre-observation meeting.

POST-Observation Form:

Name of Person Being Observed: Name of Observer*:

Date of Session: Time of session:

Section 1: Peer Assessment: (handwritten by peer-observer, during and immediately after session. Given to observee after post-observation meeting)

Preparation: Comment on positive and ideas for improving

Were the student learning objectives set in the ‘Pre-observation’ form achieved by the students? Comment

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Were the room/materials pre-prepared and ready for student learning? Comment

Setting the Scene: Comment on positive and ideas for improving

Was the introduction and presentation (if relevant) logical and clearly communicated to the students? Comment

Were student put at their ease (i.e. setting a good learning environment)? Comment

Management and Organisation; Comment on positive and ideas for improving

Was the session well-paced, organised and kept to time? Comment

Student Engagement; Comment on positive and ideas for improving

Was there appropriate use of questioning throughout the session? Comment

Were student encouraged to participate and engage with the materials/subject matter? Comment

Was there appropriate feedback to students throughout the session? Comment

As issues arose, how well did the demonstrator (tutor) problem-solve to improve students’ learning? Comment

Making relevance of material and summarising; Comment on positive and ideas for improving

Throughout the session, were efforts made to make the session relevant to the students (e.g. links with module material, links with real-life examples)

Was the session concluded and summarised in an appropriate manner?

OTHER (area for feedback highlighted by observee not already covered in feedback)

Questions for further reflection

What aspects made a positive contribution to learning and should be retained? Comment

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What aspects of the session could be improved for next session?

How might they be improved (discuss this with observe).

Signed by Peer *Observer: ………………………………………... (this form must be signed as evidence of observation)

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Section 2: Self Assessment and Action Plan (to be completed by observee) Observee’s comments: positive and areas for self-improvement (self-assessment)

Observees ideas for improving next session (Action Plan)

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Observee: (signed) ……………………………………

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