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L&S TA Training for Remote Teaching: Outline of training content
Below is a summary of L&S TA Training for Remote Teaching. This training was made possible by the generous support of Roger and Cynthia Gullickson.
Objective: Welcome and orient TAs for fall, and provide tools and strategies for remote teaching.
Audience: New and returning TAs
All new L&S TAs are strongly encouraged to participate. The training is also open to returning TAs, and will include supplemental content more appropriate for more experienced TAs. Participants will spend about 3 hours each day completing readings and asynchronous activities, will have an option to participate in a synchronous meeting, and will complete the course with guidance from an experienced TA facilitator. Participants will finish the training with materials to use in their fall course, a checklist to guide conversations with their lead instructor and/or teaching team, and links to more in-depth professional development through the semester.
Includes materials to complete prior to Day 1 to welcome participants to the course, the College, and Canvas.
- New TAs: Remember essential policies relevant to your TA role.
- New TAs: Explain the basic features of Canvas for communication and organization.
- Connect your responsibilities as a teaching assistant to UW-Madison’s remote instruction environment.
- Plan how to introduce yourself to your students.
- Identify supportive resources for answering key questions and helping your students during the semester.
Day 2: How Students Learn Remotely
- Readings: Remote TA roles, Canvas orientation, Key policies, Introductions & persona, Get help
- Discussion board: Meet your group
- Quiz: Canvas basics and key policies
- Assignment: Write your introduction
- Survey: Day 1 reflection
- Consider how good practice in undergraduate education translates to a remote course.
- Articulate how your TA responsibilities contribute to a high-quality learning experience for your students.
- Identify strategies for communicating with and supporting students.
Activities:Day 3: Presenting Content
- Readings: Best practices in undergraduate education, L&S fall criteria, Pandemic communication tips
- Discussion board: Ice breakers & getting to know students
- Survey: Day 2 reflection
- Remember how to organize and present content for students
- Explain how to use Canvas to create accessible supplementary content for students.
- Identify UW-supported tools for creating and delivering short videos.
Day 4: Leading Discussion Sections
- Readings: Creating and choosing supplemental content, Canvas Pages and Files, Make short videos
- Discussion board follow-up
- Quiz: Accessible Canvas content
- Survey: Day 3 reflection
- Compare affordances of synchronous and asynchronous discussions.
- Identify UW-supported tools for facilitating discussion section meetings.
- Plan a synchronous or asynchronous online discussion for your course
- Readings: Asynchronous and synchronous discussions, Canvas Discussions, BBCollaborate Ultra
- Assignment: Outline a discussion section activity
- Survey: Day 4 reflection
- Identify ways to communicate with students about grades.
- Explain how to collect, grade, and provide feedback on assignments within Canvas.
- Identify strategies for formative assessment.
- Readings: Communicating about grades, Formative assessments, Canvas Assignments and Quizzes, Canvas grading tools
- Quiz: Grading scenarios
- Survey: Day 5 reflection
- Includes a checklist to guide conversation with a teaching team and/or lead instructor to start the semester, plus links to additional professional development opportunities.