These are the references and follow up materials for students who wish to go further or get the resource materials for the Effective Grading and Feedback Workshop:
Carleton TA Handbook! Chapter 6 – Evaluation (pp.95 to 112). Excellent tips and guidelines on grading and feedback with particular information on Carleton’s grading guidelines and point system
http://edc.carleton.ca/files/Repo/file_224/TA_manual_09.pdf
What is a Rubric? Detailed 36 page guides on ‘theory and practice’ of grading rubrics, including how to write and use them
http://edc.carleton.ca/files/Repo/file_235/What%20is%20a%20rubric.pdf
Leveling the Field: Using Rubrics to Achieve Greater Equity in Teaching and Grading
http://edc.carleton.ca/files/Repo/file_232/Essays%20on%20Teaching%20Excellence.%20Rubrics.pdf
Responding to Student Writing: Tips on Grading and Providing Constructive Feedback
A PowerPoint Presentation from EDC on responding to student writing.
http://edc.carleton.ca/files/Repo/file_229/Grading_and_Feedback_2008.pdf
Slides from the DGES Grading and Feedback Workshop
Available on the departmental TA Mentorship WebCT Site
Friday, October 16, 2009
Friday, October 2, 2009
Mid-term Preparation: Effective Grading and Feedback
The next DGES TA Mentorship workshop is:
Mid-term Preparation: Effective Grading and Feedback
October 16, 2009, 12 to 1 pm, Loeb A211
TAs with grading responsibilities often feel overwhelmed by the volume and tediousness of marking exams from large classes. This not only makes the task harder than it has to be, but also runs the risk of compromising equity and transparency in grading.
This workshop will focus on tried and true methods for grading, as well as handy tips and tricks for graders that will help you grade gracefully. There will be three parts to this workshop: developing and using a grading rubric; giving effective feedback; and grading efficiently and fairly.
This workshop will count towards your five hours of mandatory training and towards the Certificate in Teaching Skills offered by the EDC.
Mid-term Preparation: Effective Grading and Feedback
October 16, 2009, 12 to 1 pm, Loeb A211
TAs with grading responsibilities often feel overwhelmed by the volume and tediousness of marking exams from large classes. This not only makes the task harder than it has to be, but also runs the risk of compromising equity and transparency in grading.
This workshop will focus on tried and true methods for grading, as well as handy tips and tricks for graders that will help you grade gracefully. There will be three parts to this workshop: developing and using a grading rubric; giving effective feedback; and grading efficiently and fairly.
This workshop will count towards your five hours of mandatory training and towards the Certificate in Teaching Skills offered by the EDC.
Wednesday, September 23, 2009
Bend it Like Bennett Pick up Soccer Game
Wednesday, September 30, 2009, 4:30, Anniversary Park (at the north end of Parking Lot 7, near Bronson and Colonel By Drive)Come out and work up a sweat - students, faculty and staff are all welcome. Organized as part of the Geography and Environmental Studies TA Mentorship Program.
Monday, September 21, 2009
Did you miss TA Orientation?
There is a video of the large group session that covers union membership, HR and payroll, and other information related to successful TAship. If you go to view it at the group showings on Friday, September 25, it will count towards your 5 hours of required training. After that, you can watch it on Youtube, but no points for attendance...
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If you missed the general orientation session, you can view the session on video and receive credit at either of these times:
Friday, September 25th 9-10 am TB 219
OR
Friday, September 25th 12-1pm TB 217.
Please send an e-mail to this address to register: Marlene_haley@carleton.ca
The video will also be posted on You Tube, but you cannot receive credit unless you view it at one of the two sessions on Friday, Sept. 25th.
Sunday, September 20, 2009
Making Tutorials and Labratories into Active Learning Experiences
Active learning, making students responsible for their learning and helping them do so through guided experiences, has been shown to have positive impacts on student learning (and is a lot more fun to teach or TA than....inactive learning).
The Carleton Department of Geography and Environmental Studies TA Mentorship Program is offering a workshop called Taking the Next Step: Making Tutorials and Labs into Active Learning Experiences.
Small group learning sessions in DGES provide opportunities for in-depth coverage of course material, teach hands on skills, give direct experience of phenomenon under inquiry or a combination of these. This means that geography and environmental studies is already “most of the way there” in promoting an active learning environment. This workshop will focus on how YOU as the teaching assistant can set up, coach and debrief laboratories and tutorials to tease out their learnings and help your students put the insights from these assignments into context. Using the Experience ⇒ Reflection ⇒ Abstraction ⇒ Generalization model, we will explore how to access powerful learning opportunities by processing student work with them (not just handing back near-forgotten assignments).
The workshop will be offered twice to accommodate busy schedules:
Monday, September 21, 12 to 1 pm, Loeb A211
Tuesday, September 22, 2 to 3 pm, Loeb B341
Friday, September 25, 12 to 1 pm, Loeb A220
E-mail geographyTAmentor@carleton.ca to register
The Carleton Department of Geography and Environmental Studies TA Mentorship Program is offering a workshop called Taking the Next Step: Making Tutorials and Labs into Active Learning Experiences.
Small group learning sessions in DGES provide opportunities for in-depth coverage of course material, teach hands on skills, give direct experience of phenomenon under inquiry or a combination of these. This means that geography and environmental studies is already “most of the way there” in promoting an active learning environment. This workshop will focus on how YOU as the teaching assistant can set up, coach and debrief laboratories and tutorials to tease out their learnings and help your students put the insights from these assignments into context. Using the Experience ⇒ Reflection ⇒ Abstraction ⇒ Generalization model, we will explore how to access powerful learning opportunities by processing student work with them (not just handing back near-forgotten assignments).
The workshop will be offered twice to accommodate busy schedules:
Monday, September 21, 12 to 1 pm, Loeb A211
Tuesday, September 22, 2 to 3 pm, Loeb B341
Friday, September 25, 12 to 1 pm, Loeb A220
E-mail geographyTAmentor@carleton.ca to register
Resources for Taking the Next Step Workshop
Participants in the workshop will get handouts and links to the following resources...here they are again for reference:
From the Texas Collaborative for Teaching Excellence, a professional development module on active learning: http://www.texascollaborative.org/activelearning.htm
To better understand common barriers to active learning in the university classroom, and ways to overcome them: http://www4.ncsu.edu/unity/lockers/users/f/felder/public/Papers/Resist.html
On the practical end, this worksheet from the University of California - Santa Barbara looks at techniques and tools to make discussions more interesting. In conjunction with conscious efforts to reflect, abstract, and generalize on tutorial and laboratory content and experiences, this can help TAs transform "let's get it done" assignments into powerful learning opportunities: http://oic.id.ucsb.edu/sites/default/files/Making_Discussions_and_lectures_more_Interesting_0.pdf
Active Training: A Handbook of Techniques, Designs, Case Examples and Tips by Mel Silberman and Carol Auerbach (1998, Jossey-Bass/Pfeiffer). This book is a revelation and although applying its techniques to learning disciplinary content needs to be thought through carefully, the chapters on preparing effective lectures, finding alternative methods to lecturing and using experiential learning approaches should be required reading for course instructors and teaching assistants. Available online through the Carleton Library: http://www.netlibrary.com.proxy.library.carleton.ca/AccessProduct.aspx?ProductId=26039.
Need to actually understand the process, theory, intellectual heritage? Read: David A. Kolb (1984), Experiential Learning: Experience as the Source of Learning and Devleopment, Englewood Cliffs, NJ: Prentice Hall.
And the workshop notes/presentation are available on the Geography and Environmental Studies TA Mentorship WebCT site.
From the Texas Collaborative for Teaching Excellence, a professional development module on active learning: http://www.texascollaborative.org/activelearning.htm
To better understand common barriers to active learning in the university classroom, and ways to overcome them: http://www4.ncsu.edu/unity/lockers/users/f/felder/public/Papers/Resist.html
On the practical end, this worksheet from the University of California - Santa Barbara looks at techniques and tools to make discussions more interesting. In conjunction with conscious efforts to reflect, abstract, and generalize on tutorial and laboratory content and experiences, this can help TAs transform "let's get it done" assignments into powerful learning opportunities: http://oic.id.ucsb.edu/sites/default/files/Making_Discussions_and_lectures_more_Interesting_0.pdf
Active Training: A Handbook of Techniques, Designs, Case Examples and Tips by Mel Silberman and Carol Auerbach (1998, Jossey-Bass/Pfeiffer). This book is a revelation and although applying its techniques to learning disciplinary content needs to be thought through carefully, the chapters on preparing effective lectures, finding alternative methods to lecturing and using experiential learning approaches should be required reading for course instructors and teaching assistants. Available online through the Carleton Library: http://www.netlibrary.com.proxy.library.carleton.ca/AccessProduct.aspx?ProductId=26039.
Need to actually understand the process, theory, intellectual heritage? Read: David A. Kolb (1984), Experiential Learning: Experience as the Source of Learning and Devleopment, Englewood Cliffs, NJ: Prentice Hall.
And the workshop notes/presentation are available on the Geography and Environmental Studies TA Mentorship WebCT site.
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