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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


L&S TAs who miss the facilitated training may enroll in an individual, self-paced version.

L&S offered a 5-day online asynchronous training for Teaching Assistants focused on translating their TA role to a remote environment. The training covers the basic use of Canvas and other campus-supported tools, as well as light pedagogical guidance on facilitating remote courses. It is intended to complement later department- or discipline-specific training and guidance.

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.

Course outline

Orientation
Includes materials to complete prior to Day 1 to welcome participants to the course, the College, and Canvas.

Day 1: Your Role as a Remote TA.
Learning Objectives:
  •     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.
Activities:
  •     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
Day 2: How Students Learn Remotely
Learning Objectives:
  • 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:
  • 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
Day 3: Presenting Content
Learning Objectives
  • 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.
Activities:
  • 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
Day 4: Leading Discussion Sections
Learning Objectives:
  • 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
Activities:
  • Readings: Asynchronous and synchronous discussions, Canvas Discussions, BBCollaborate Ultra
  • Assignment: Outline a discussion section activity
  • Survey: Day 4 reflection
Day 5: Grading Assignments and Providing Feedback
Learning Objectives:
  • 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.
Activities:
  • Readings: Communicating about grades, Formative assessments, Canvas Assignments and Quizzes, Canvas grading tools
  • Quiz: Grading scenarios
  • Survey: Day 5 reflection
Summary:
  • 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.




Keywords:teaching assistant, training, online, professional development, PD, hybrid, teach, instruction, train, remote   Doc ID:103374
Owner:Kimbrin C.Group:L&S Administrative Gateway
Created:2020-06-25 13:10 CDTUpdated:2020-09-17 13:18 CDT
Sites:L&S Administrative Gateway
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