teaching as a way of learning goutam paul department of computer science suny albany skill 2004...

Teaching as a Way Teaching as a Way of Learningof Learning

Goutam PaulGoutam PaulDepartment of Computer Department of Computer

Science SUNY AlbanyScience SUNY Albany

SKILL 2004 Conference, Oct 16, 2004SKILL 2004 Conference, Oct 16, 2004

SKILL, Oct 16, 2004 Goutam Paul, Computer Science@SUNYA

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Organization of the TalkOrganization of the Talk

• IntroductionIntroduction• Who are your teachers ?Who are your teachers ?• Some techniquesSome techniques• Learning subtler thingsLearning subtler things• ConclusionConclusion

IntroductionIntroduction


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Setting the SceneSetting the Scene

• GoalGoal– Excellence in Teaching and LearningExcellence in Teaching and Learning

• TeachingTeaching– An opportunity for you to learn as wellAn opportunity for you to learn as well


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Learning: Two IssuesLearning: Two Issues

• What to Learn ?What to Learn ?– Learning the teaching (i.e. how to teach Learning the teaching (i.e. how to teach

better)better)– Learning of your own (i.e. acquire new Learning of your own (i.e. acquire new

knowledge)knowledge)– The above two are interconnectedThe above two are interconnected

• How to Learn ?How to Learn ?– The topic of this talkThe topic of this talk

Who Are Your Who Are Your Teachers ?Teachers ?


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Learning From Whom ?Learning From Whom ?

• InstructorsInstructors• Fellow TAsFellow TAs• StudentsStudents


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Learning from the Learning from the InstructorInstructor

• Attend the instructor’s classes at Attend the instructor’s classes at least sometimes, in order to observe least sometimes, in order to observe two things:two things:

1.1. How does he/she teach ?How does he/she teach ?

2.2. How do the students react ?How do the students react ?– When they are attentive, when they When they are attentive, when they

aren’taren’t– Which part do they understand, which Which part do they understand, which

they don’tthey don’t


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Learning from the Learning from the InstructorInstructor

• Meeting with the instructorMeeting with the instructor– Discuss teaching strategyDiscuss teaching strategy– Don’t be afraid to think about new ideas Don’t be afraid to think about new ideas

and give suggestionsand give suggestions


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Learning from Your Learning from Your Fellow TAsFellow TAs

• Fellow TAs includeFellow TAs include– Your Co-TAs of the same courseYour Co-TAs of the same course– Your friends who are TAs of other Your friends who are TAs of other

coursescourses


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Learning from Your Learning from Your Fellow TAsFellow TAs

• Attend their discussion sessions and Attend their discussion sessions and evaluate their teachingevaluate their teaching

• Request them to attend your Request them to attend your discussion session and evaluate your discussion session and evaluate your teachingteaching


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Learning from the Learning from the StudentsStudents

• Learning from them in generalLearning from them in general• Learning from the smart studentsLearning from the smart students• Learning from the weak studentsLearning from the weak students


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Learning from Students in Learning from Students in GeneralGeneral

• Note the questions they ask:Note the questions they ask:– Even if you are able to answer …Even if you are able to answer …

go back and study the relevant go back and study the relevant materials in order to crosscheckmaterials in order to crosscheck

– Increase your knowledge-base of the Increase your knowledge-base of the possible questions on that topicpossible questions on that topic


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Learning from Students in Learning from Students in GeneralGeneral

• Give problems and ask the students Give problems and ask the students to go to the board, and observe …to go to the board, and observe …– How do they proceed ?How do they proceed ?– When are they stuck ?When are they stuck ?

• Evaluate how successful is your Evaluate how successful is your teachingteaching


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Learning from the Smart Learning from the Smart StudentsStudents

• Read their papers carefullyRead their papers carefully– How do they present their ideas in How do they present their ideas in

writing ?writing ?

• Both in classroom discussions and Both in classroom discussions and exams …exams …– You may get alternative solutionsYou may get alternative solutions– Sometimes it may be better than yoursSometimes it may be better than yours


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Learning from the Weak Learning from the Weak StudentsStudents

• Find out the root cause of weaknessFind out the root cause of weakness• Devise different ways to explain the Devise different ways to explain the

same thingsame thing– Examples, analogies etc.Examples, analogies etc.– How do these compare: which approach How do these compare: which approach

is easier for which students ?is easier for which students ?


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Learning from the Weak Learning from the Weak StudentsStudents

• Introspect yourself: maybe the Introspect yourself: maybe the weakness is yoursweakness is yours– Are you flexible enough ?Are you flexible enough ?– Are you concerned ?Are you concerned ?– Are you thinking how to help them ?Are you thinking how to help them ?

Some TechniquesSome Techniques


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Examples of TechniquesExamples of Techniques

• PreparationPreparation• Putting yourself in their shoesPutting yourself in their shoes• Reaching out through inquiriesReaching out through inquiries• CreativityCreativity• FeedbackFeedback


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PreparationPreparation

• Prepare for the discussion well in Prepare for the discussion well in advanceadvance

• Design your own examples different Design your own examples different from those in the textbookfrom those in the textbook

• Hands-free teachingHands-free teaching– Try to avoid mere reading from the Try to avoid mere reading from the

textbook as much as possibletextbook as much as possible– Write up your own notesWrite up your own notes

• Mock teachingMock teaching– Discourse in front of Discourse in front of imaginaryimaginary audience audience


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Putting Yourself in Their Putting Yourself in Their ShoesShoes

• Go back, stand, and look at the Go back, stand, and look at the boardboard– Look at what you have written from the Look at what you have written from the

students’ perspective students’ perspective – Do this both during the class and also …Do this both during the class and also …

after the students leaveafter the students leave


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Reaching out Through Reaching out Through InquiriesInquiries

• After the class, pick up a random After the class, pick up a random sample of students each time, and ask sample of students each time, and ask ……– How was it ?How was it ?– Did you understand everything ?Did you understand everything ?– Which part was most difficult for you to Which part was most difficult for you to

grasp ?grasp ?

• AdvantagesAdvantages– FreshFresh and and immediateimmediate response, before they response, before they

forgetforget


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CreativityCreativity

• Create new problems to motivate Create new problems to motivate applicationsapplications

• You may add humor to itYou may add humor to it• But be sure to show it to the But be sure to show it to the

instructor and fellow TAs to check instructor and fellow TAs to check for ambiguity / clarityfor ambiguity / clarity


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Creativity: ExampleCreativity: Example• ““Suppose you have designed a robot who can Suppose you have designed a robot who can

sing to you when you are depressed and make sing to you when you are depressed and make you happy. The program that the robot runs has you happy. The program that the robot runs has knowledge of the following notes only: C, C#, D, knowledge of the following notes only: C, C#, D, D#, E, F, F#, G, G#, A, A#, and B. Assume, for D#, E, F, F#, G, G#, A, A#, and B. Assume, for the sake of simplicity, that the sound card in the the sake of simplicity, that the sound card in the robot hardware which generates the digital robot hardware which generates the digital music plays each note for one-tenth of a second. music plays each note for one-tenth of a second. When you are depressed, you prefer to have D# When you are depressed, you prefer to have D# to be the starting note and A# to be the end to be the starting note and A# to be the end note of any piece of music being played, and you note of any piece of music being played, and you also want at least two occurrences of E in the also want at least two occurrences of E in the piece. Suppose you are very depressed after you piece. Suppose you are very depressed after you got your CSI210 grade for summer 2004. If you got your CSI210 grade for summer 2004. If you want to listen to your robot for half a minute, want to listen to your robot for half a minute, how many compositions can the robot play to how many compositions can the robot play to cool you down ?” (cool you down ?” (CSI 210, Summer 2004CSI 210, Summer 2004))


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FeedbackFeedback

• Get Get regularregular feedback from students feedback from students about your teachingabout your teaching

• Can be done in the form of a Can be done in the form of a questionnairequestionnaire

• To prevent boredom …To prevent boredom …– Multiple choice QAMultiple choice QA– Single pageSingle page


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11stst Questionnaire:Questionnaire:Beginning of the Beginning of the

SemesterSemester• General backgroundGeneral background

– Major / minor ?Major / minor ?

• Favorite and non-favorite topicsFavorite and non-favorite topics• Strength and weakness ?Strength and weakness ?• Preference for office hoursPreference for office hours

– Day / timing ?Day / timing ?


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22ndnd Questionnaire: Questionnaire: Middle of the SemesterMiddle of the Semester

• Feel about the courseFeel about the course– Boring / interesting ?Boring / interesting ?

• UnderstandingUnderstanding– Easy to follow / not ?Easy to follow / not ?

• SpeedSpeed– Fast / slow ?Fast / slow ?

• How comfortable with the instructor / How comfortable with the instructor / TA ?TA ?

• Anything (s)he should improve upon ? Anything (s)he should improve upon ?


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33rdrd Questionnaire: Questionnaire: End of the SemesterEnd of the Semester

• Comparison of exams so farComparison of exams so far– Easier / Harder ?Easier / Harder ?– Shorter / Lengthier ?Shorter / Lengthier ?– Performance: better / worse ?Performance: better / worse ?

• Regularity / SincerityRegularity / Sincerity– Visit during office hours ?Visit during office hours ?– Attend discussion sessions ?Attend discussion sessions ?– How much time put into practice outside How much time put into practice outside

the class ?the class ?• Has the instructor / TA improved ?Has the instructor / TA improved ?


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Advantages of Advantages of QuestionnaireQuestionnaire

• Large space, small timeLarge space, small time– Response from all the students in very Response from all the students in very

short time short time • Anonymous feedbackAnonymous feedback

– Students likely to tell the truthStudents likely to tell the truth• Amenable to statistical analysisAmenable to statistical analysis

– Chart, graph etc. from the dataChart, graph etc. from the data• Kills two birds with one shotKills two birds with one shot

– Evaluates your studentsEvaluates your students– Evaluates youEvaluates you

Learning Subtler Learning Subtler ThingsThings


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What Else Do We Learn What Else Do We Learn Through TeachingThrough Teaching

• Develop PersonalityDevelop Personality• Improve communicationImprove communication• Build confidenceBuild confidence

ConclusionConclusion


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SummarySummary

• Teaching and learning are the two Teaching and learning are the two sides of the same coinsides of the same coin

• But you cannot benefit from it unless But you cannot benefit from it unless you are aware of ityou are aware of it

teaching as a way of learning goutam paul department of computer science suny albany skill 2004...

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