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Training TAs to Teach Freshman Composition
- 1. » Lauren Arrant April 28, 2012 » Sheena Gygax » Noel Johnson
- 2. Project Overview » Existing Problem: Graduate Teaching Assistants (TAs) don't receive thorough training to teach. » Solution: » Teach TAs how to teach topics in first year writing and the argument research paper. » Teach TAs how to engage college freshman and promote transfer skills.
- 3. Learners » Course Instructor: Master Instructor » Learners: College Graduate TAs that teach freshman composition. » Learner Description: » Deep knowledge of writing » May not know how to integrate different print and digital resources into their lessons » Learners may not know how to incorporate technology into lessons » TAs seek to keep college freshman motivated and engaged by assigning interesting topics and methods of researching » Age range:22-30 » Technical level:Basic computer skills » Primary language:English
- 4. Course Objectives » Given a class of freshman students, the TAs will be able to successfully guide college freshman in the following areas in accordance with the Professor Performance Checklist: 1. Prepare for research (brainstorming) 2. Conduct basic research 3. Evaluate and acknowledge resources 4. Avoid plagiarism
- 5. Class Content » Website » CompClass » Instructor Guides » Student Material
- 6. CompClass
- 7. Website
- 10. Objectives of Module 4 » Given section 48 of The Bedford Handbook, the TA will be able to state (recall) the definition of plagiarism, and locate the page number. » Given an article about plagiarism in the news, the TA will be able to give a summary to the class about their plagiarism in the news piece. » Given two pieces of writing (one journal article, one student paper), the TA will be able to circle all examples of paraphrases, signal phrases, and quotations, in under 10 minutes. » Given The Bedford Handbook, the TA should be able to locate and give the definition of each of the following phrases: source, in- text citation, signal phrase, paraphrase, and quotation.
- 11. Alpha test group » We worked with a Master Teacher and 3 TAs from the California State University system. » We gave a 30 minute demo, followed by a Q&A session. » We explained our lesson and gave them access to our online sites for further testing. » After our testers looked at our Module 4, they sent detailed feedback a few days later.
- 12. Alpha test: Module 4 » Why did we choose Module 4? » Technology » Print resources » Master Teacher material » TA materials
- 13. Conclusions of Alpha Test Feedback from test group: » Clarify objectives. » Avoid the use of non-action verbs. » Limit overlap between master teacher and TA materials. » State how long each activity will take within the hour long module. » Provide answers for all questions in Instructor Guide. » Master Teacher should have all hand-outs referred to in the lesson. » More media content and strategies for how TAs can implement it. » Provide more examples of "intentionality" and add more detail to the "plagiarism in the news" piece.
- 14. Revisions to be made after Alpha Test In response to our Alpha Testers suggestions, we will do the following: » Write clear objectives. » Add action verbs. » Omit any Master Teacher notes from the TA materials. » Denote the length of each activity. » Answer all questions posed in the instructor guide. » Add Master Teacher Handouts to website. » Add more media to lesson and strategies to integrate them. » Add more examples of "intentionality" and more instructional support detail to the "plagiarism in the news" piece.