Task 1a:
Teaching and learning of STA 151
Teaching and learning of STA 151 are conceived in way to help
students to be away of the role of
number and numerical information. The STA 151 module is a year module compared to
mainstream programme and to be enrolled to this module student must have pass
marks in Math 151. As mainstream programmes as well as ECP each module is
organized in theories, practical and tutorial sessions. The theories for STA
151 are given by one lecturer to entail group. The practical and tutorial sessions
are coordinated and facilitated per two TAs and students are split into two
groups. The Teaching Assistants (TAs) are
assisted by tutors during the practical and tutorial sessions and both they play
the role of facilitators. As facilitators, our principles are guided by the theory
of Transmission stipulated by Vygotsky(1978[1]),
with motto of MKO (More Knowledgeable Other). This theory consists of social
context wherein competent students would be paired with those who are less
competent so that those with higher competence assist those who are less
competent (Vygotsky, 1978; Kozulin et al,
2003[2])
and as TA, I play the role of facilitator.
In addition to this, TAs and tutors help
students in practical’s sessions related to the use of scientific calculators
and software as indicated per lecturer. For instance, the facilitation of the
use of the calculator save students time especially when they are writing their
tests and exams. The knowledge of how to use computer for data analysis is also
provided to students. Therefore, Microsoft excel, SPSS, and Medcalc are taught
to STA 151 students to apply it in other modules and in their future
workplaces. TAs promote reading text book for pre-class preparation is very
important.
Since ECP is a slow course, students expect
everything to be explained in class. Self-study is also encouraged, but what is
not understood in class is explained during consultation time. For group work,
we do not give them answers, only the hint is given, then the memo is provided
for the whole class before ending the session. Three groups of students are
given one tutor who work around or seat among them and hear from them. This is
the time to read their minds. We choose one from the group to present on the
board.
Task 1b: Good teaching practice in STA 151
Students
need to be able to make sense of numerical information to avoid falling prey to
the influence of data that looks incontrovertible simply because it is
quantitative in nature (Podehl, 2003[3]).
Therefore, the goods practice consist of keeping interaction between students
and TAs , students and peers, students and tutors in order to develop their
statistical literacy, thinking and reasoning. TAs of STA 151 organize meetings
with all tutors in order to discuss and facilitate the memo for the practical
and tutorial session before meeting with students in class.
Since students are confronted with
figures on daily basis in the society and they are asked to form judgments
based on the story they tell in one hand. The other hand students had a need to
improve quality of data and accurate information for future research, students
had need of statistical literacy which provides the ability to:
- Use appropriate techniques of data collection and sampling
- Understand and interpret statistical data;
- Critically evaluate statistical information and data-related arguments;
- Use of the information in context of daily life; and
- Discuss or communicate one’s reactions.
- Improve the quality and accuracy of the research
- Use of software to compute a large amount of data
As TA we
assist lecturer in encouraging as much contact time as possible both inside and
outside the class. Consultation times are pasted outside my office door for
students who need further clarity on certain concepts. Giving prompt feedback
after practical, a class test or tutorial helps students to be able to
consolidate what they have learnt in class. This helps to assess their
knowledge and competency. Emphasizing time allocation on tasks helps students
effectively manage their time as well my time in preparing and managing the
tasks. Communicating high expectations has always been my agenda. This is
mainly achieved by supporting students in their efforts and maintaining those
high expectations continuously. Developing a reciprocal and cooperative
environment allows for team efforts and discourages isolation. Lastly active
learning is also encouraged by thinking, talking and writing about learning.
Reflecting and, performing basic research makes what is learned part of themselves.
Most of my principles are informed by the works of Arthur W. Chickering and Stephen C. Ehrmann as
well as Tishkovskaya and Lancaster. (http://www.amstat.org/publications/jse/v20n2/tishkovskaya.pdf
)
Since ECP is a slow course, every detail is
explained in class. What is not understood in is explained during consultation
time. For group work, we do not give them answers, only the hint is given, then
the memo is provided for the whole class before end of the session. Three
groups of students are given one tutor who work around or seat among them to
assist their work. This is the time to read their minds. Before the class ends,
we choose one from the group to present on the board.
Task 1c: Roles and responsibilities of TA
In STA
151, lecturer and TA are complementary in their roles. The lecturer is the
coordinator of the STA 151 and he conducts lectures in three hours per week,
set tutorials and term tests, administering masks and uploading them onto MAS,
continuous development of the STA 151 module and make available time for
consultation outside teaching hours. The TA assists and completes lecturer in
the following: administration
by attending ECP meeting and others, respect the time table for practical’s and
tutorial sessions, capturing marks in Excel sheet and send a copy to the
lecturer for capturing in MA. TA coordinates tutors and whether by presenting
or facilitator the memo before physical contact with students. Furthermore, TAs attends classes and draw up
appropriate tutorials and practical’s, taking part in teaching, moderate tutor and marking,
presenters/lecturers or facilitators, set-up practical classes and collect
materials for practical’s, help with extra classes for students who want more
clarification, provide one-on-one consultation to students, evaluate student
progress and help identify problem cases through one-one or group consultation,
be a link between lecturers and students, help facilitate lectures, assist lecturers with marking of class
quizzes, tutorial tests, portfolios, draw-up in some cases the sick-test,
invigilate and mark the sick-test of STA, invigilate tutorial and term tests,
evaluate tasks before they are given to students to determine its clarity
ability.
[1]
Vygotsky, L.(1978). Interaction between learning and
development. From: Mind and Society. Cambridge, MA: Harvard University Press.
79-91.In Gauvain,M.& Cole,M.(1997). Readings on the Development of the
Children. 2nd Edition.31-36.
[2] Kozulin, G;
Ageyev, Miller, S. (2003). The Zone of proximal development in
Vygotsky'analysis of learning and instruction. Vygo’s education theory and practice in cultural context. Cambridge:
Cambridge University Press.
[3] Podehl, M. (2003). Statistics in the classroom learning to understand
societal issues.
IASE/ISI Satellite. Berlin
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