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The University of Oxford

Mathematical Institute and Statistics Department Class Teaching Seminar Tuesday 4 October 2011 I: Introductions. The University of Oxford. The University of Oxford. Who we are: Dr Richard Earl, Mathematical Institute Dr Peter Neumann, Mathematical Institute

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The University of Oxford

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  1. Mathematical Institute and Statistics DepartmentClass Teaching SeminarTuesday 4 October 2011 I: Introductions The University of Oxford

  2. The University of Oxford Who we are: Dr Richard Earl, Mathematical Institute Dr Peter Neumann, Mathematical Institute Dr Neil Laws, Statistics Department

  3. And you are … • UK? • Oxford? • US? • European? • Other? • Maths? Stats? • Teaching Experience? Mathematical Institute : October 2011

  4. The University of Oxford II: Skills, Teaching, Preparation for Academic Practice

  5. Skills for Graduates • There is life after the doctorate • in academe or elsewhere • Opportunities for Skills Training • Including teaching and being a TA • Websites • Institute, Stats Dept, Dept of Computer Science • MPLS Division • University Skills Portal • Oxford Learning Institute Mathematical Institute : October 2011

  6. Preparation for Academic Practice Requirements for academic careers: • Research―of course! • Teaching • Admin skills are needed later • Departments have a successful project to provide training for teaching at departmental level―leading to HEI membership Mathematical Institute : October 2011

  7. Oxford’s training scheme Stage 1: PLTO (Preparation for Learning & Teaching at Oxford): • Briefing and some experience as Teaching Assistant Stage 2: DLT (Developing Learning & Teaching): • Mentored experience, Reading, Reflection, Seminars, Portfolio, … Stage 3: Developing Academic Practice • A la carte programme, …, portfolio Stage 4: Postgraduate Diploma (PGDipLaTHE) All accredited for HEA membership … Mathematical Institute : October 2011

  8. Other reasons to be a TA … • It’s part of Institute and Department life • You meet the undergraduates • You meet more of the faculty • It’s (usually) interesting and fun • ….and your contributions are needed! Mathematical Institute : October 2011

  9. The University of Oxford III: Teaching the Undergraduate Mathematics Courses

  10. Context Matters! • The students • Background • Expectations • The assessment regime • Frequency • Risk Level Mathematical Institute : October 2011

  11. The Oxford Courses • Mathematics • Mathematics & Philosophy • Mathematics & Statistics • Mathematics & Computer Science • Computer Science Mathematical Institute : October 2011

  12. The Size of the Cohort Offers made for October 2011: • Maths 185 • Maths & Phil 20 • Maths & Stats 32 • Maths & Comp Sci 31 • Total 193 men 75 women Mathematical Institute : October 2011

  13. The Courses All come in two versions: • Three year BA courses • Four year MMath courses Mathematical Institute : October 2011

  14. Structure of the Courses • First four terms : compulsory core • Then increasingly wide choice • 3rd & 4th year specialised options supported by Intercollegiate Classes In third year some “external” choices In final years an optional dissertation Mathematical Institute : October 2011

  15. The aim and the method • By the end of the course independent learners • Strategy early individual support; later growing independence Mathematical Institute : October 2011

  16. The Students • Able and Motivated • A*A*A at A-level • Diverse Mathematical Institute : October 2011

  17. Staff • Mathematics Department: 110 Faculty 73 CRS • Statistics Department: 32 Faculty 17 CRS • Department of Computer Science: 49 Faculty 79 CRS Mathematical Institute : October 2011

  18. A word about the University • MPLS Division Mathematical Institute Statistics Department Department of Computer Science … other departments • > 30 Colleges Mathematical Institute : October 2011

  19. Shared Responsibility • Division & Department Course Structure and Content Lectures Intercollegiate Classes Assessment • > 30 Colleges Tutorial teaching Intercollegiate Classes Individual student progress and welfare Mathematical Institute : October 2011

  20. Shape of the Academic Years • 2-2½ terms of Lectures/Tutorials/Classes • ½-1 term of Revision • 2 short vacations • 4 three-hour papers (or equivalent) • 1 long vacation Mathematical Institute : October 2011

  21. Teaching • Lectures: up to 300 students, down to a handful 8 or 10 lectures per week • Tutorials: pairs 2 a week (years 1 and 2) • Classes: 6 to 10 students 2-3 a week (years 3 and 4) approx. Mathematical Institute : October 2011

  22. Feedback to Students • Ongoing in class or tutorial • End of term reports • Collections: beginning of term college “mock” examinations • Special cases Mathematical Institute : October 2011

  23. Feedback to Teachers • Ongoing in classes • Student Questionnaires • Departmental • College • … personal • Special cases Mathematical Institute : October 2011

  24. Assessment Usually not in hands of teachers… • Three-hour written papers • Mini projects • Dissertations and Essays • … Others Mathematical Institute : October 2011

  25. The University of Oxford IV: Intercollegiate Classes

  26. Intercollegiate Classes― Team Teaching • Course Lecturer Years 3 and 4: gives the lectures provides exercise sheets supplies specimen solutions to tutors and TAs assigns students to classes sets and marks end-of-year Finals paper • Students: hand in solutions to weekly/fortnightly classes Mathematical Institute : October 2011

  27. Intercollegiate Classes ― Team Teaching • Class Tutors: take class take overall responsibility write end-of-term reports • Teaching Assistants: mark work help with class enter marks/reports Mathematical Institute : October 2011

  28. Support for TAs • Class Tutor is mentor for TA • Feedback (after each class) • End of term report • Back-up: • Faculty Teaching Adviser • Director of U’graduate Studies • Discussion Session with FTA • Letter of Completion Mathematical Institute : October 2011

  29. TA task: Feedback to Students • Written notes and grades on scripts • Ongoing in class • Through the database • Advise Tutor on end-of-term reports • Special cases Mathematical Institute : October 2011

  30. The University of Oxford V: Teaching Small Classes

  31. Housekeeping 1 • Before class Tutor needs TA’s input – how did the students do, what should we focus on? • First class meeting – room ok? Introductions • Return work – give students a chance to read comments Mathematical Institute : October 2011

  32. Housekeeping 2 • Probably at the end of class – time allowed for individual queries about marking • Always try to send students away feeling positive – challenged but feeling that they can make progress Mathematical Institute : October 2011

  33. Successful teaching • Three things I found useful • Three I did not • Discuss (6 minutes) in small groups and then report back Mathematical Institute : October 2011

  34. Engaging students: class mechanisms • Some tutors start by reviewing topics – drawing this from students • Others intersperse review at the start of each question • TA and students should be invited to go through a problem they are comfortable with Mathematical Institute : October 2011

  35. Problems • Silent students • Fair treatment for all • Time constraints • Others? Mathematical Institute : October 2011

  36. The University of Oxford Teaching Mathematics Classes Q&A session

  37. The University of Oxford Tea Break: until 3.30 pm

  38. The University of Oxford VI: The TA’s main contribution Marking Student Work

  39. Why mark? • Three good reasons • Three bad reasons Discuss (5 mins) and report back Mathematical Institute : October 2011

  40. A research finding Good feedback > good feedback + grades > grades alone NB: “Good” includes “timely” Mathematical Institute : October 2011

  41. How do we mark? • The Intercollegiate Class protocols • see paperwork! Mathematical Institute : October 2011

  42. Practicalities • Ideal: always create your own solution • In difficulties? Then (and only then) consult lecturer’s solution • How long to spend? • Record keeping and reporting Mathematical Institute : October 2011

  43. More practicalities • Pre-class meeting • TA + Class Tutor, to plan the class • Database: at end of each class • record marks • record attendance • Emailing College to report student problems: Class Tutor’s job Mathematical Institute : October 2011

  44. Giving good feedback • Helpful/unhelpful? • Helpful feedback • helpful for what? • How much feedback? Discuss, then … (pto) Mathematical Institute : October 2011

  45. Practice • Mark some of the specimen answers yourself • Discuss in small groups • Report back (after 10 minutes) Mathematical Institute : October 2011

  46. Any questions ? • Yes,any questions for the panel? Mathematical Institute : October 2011

  47. The University of Oxford Farewell: good luck. Enjoy your teaching

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