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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.
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This training covers the basic use of Canvas and other campus-supported tools to facilitate remote courses as a Teaching Assistant. It is intended to complement department- or discipline-specific training and guidance.
All new L&S TAs for spring 2021 are strongly encouraged to participate! Participants should schedule about 15 hours total to complete the training over 2 weeks. Ideal participation is engaging with the course regularly throughout 1-2 weeks. The course is mostly asynchronous, with some synchronous interaction. (Facilitators will schedule these flexible synchronous opportunities once the course begins.) Participants will finish the training with materials to use in their course, a checklist to guide conversations with their lead instructor and/or teaching team, and links to more in-depth professional development.
Includes materials to complete prior to Module 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.
Module 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: Module 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:Module 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: Module 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.
Module 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: Module 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: Module 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: Module 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.