Unlike most other 300-level courses at SEAS, this is a class with a regular meeting time and (usually light) assignments. (The 3xx course number indicates that, as for other teaching practicum courses in FAS, it is not considered appropriate for undergraduates to enroll for course credit.)
Knowledge: By the end of the course, you will have knowledge of:
- The principles of effective teaching and section leading and their relevance to students' learning and your personal development.
- The application of analytical thinking and reflection to teaching.
- The teaching resources available to you from peers/colleagues, SEAS, the Bok Center and beyond.
Skill: by the end of the course, you will have developed your ability to:
- Prepare a goal-oriented lesson plan tailored to your audience.
- Lead an effective section on a topic in your field, engaging students in interactions and discussions that help them learn beyond lectures and readings.
- Work well with other teachers in a team environment.
- Find your passion and use it to shape your teaching values and goals.
As a 300-level course, students are expected to complete all assignments. Based on the self-reflection skills you develop in this class, we hope your self-assessment leads you to apply what you learned here to shape your teaching career, professional development, and personal life.
The course will meet 2:30-4:30pm Wednesdays in Pierce 320, according to the schedule given on the course site. Some additional time for practice teaching may be needed outside of the regular class meeting on some weeks.
- John Girash, PhD, email@example.com [Lecturer in SEAS, and Director of Graduate Academic Programs], Pierce 110, 6-5956. Office hours Fridays 10-11am or by appointment.
- Nabila Tanjeem, firstname.lastname@example.org [SEAS Departmental TF]. Office hours TBD.
We look forward to getting to know you and hope to see you in office hours (regular, or by appointment) through the term. Office hours and other notices will be posted on the course site.
Assignments for this course are designed to help you reflect on your own teaching, and on others'.
- Weekly assignments will largely consist of short readings and video viewings, prep for practice teaching, and somewhat-longer self-reflections at mid- and end-of-term.
- Each student will be required to review one of their practice-teaching videos with a member of the course staff at least once during the semester.
- Students will be expected to give a brief presentation on a topic of cognition or learning theory from one of the optional readings below, with some individual presentations spread throughout the semester if they don't all fit in the allocated class meeting.
- Students will also be asked to each give one brief "show and tell" on a teaching-, learning- or outreach-related topic during the term.
Accommodations for students with disabilities
Students needing academic adjustments or accommodations because of a documented disability must present their Faculty Letter from the Accessible Education Office (AEO) and speak with John by the end of the second week of the term (Sept. 13 in/after class, or office hours). Failure to do so may result in the our inability to respond in a timely manner. All discussions will remain confidential, although Faculty are invited to contact AEO to discuss appropriate implementation.
Required readings for all students:
- Derek Bok Center for Teaching and Learning (2017) Hit the Ground Running: A Handbook for New TFs
- NRC (2000) "How Experts Differ from Novices". Chapter 2 in Bransford J.D., Brown A.L., Cocking R.R., eds. How People Learn: Brain, Mind, Experience, and School, (pp. 19-38).
- Grant Wiggins and Jay McTighe, "What is Backward Design?", Ch. 1 in Understanding by Design (1998, ASCD) https://www.fitnyc.edu/files/pdfs/Backward_design.pdf
- other short handouts linked in the course agenda on the iSite
Optional readings, e.g., on which presentations may be based:
- Susan A. Ambrose et al. How Learning Works: Seven Research-Based Principles for Smart Teaching. (2010, Jossey-Bass). [Available online from Hollis.]
- James E. Zull. The Art of Changing the Brain: Enriching the Practice of Teaching by Exploring the Biology of Learning. (2002, Stylus).
- Edward Redish (2002). Teaching Physics with the Physics Suite, Chapters 1-3.
The tentative Fall 2017 schedule is listed below. Adjustments will likely be made due to number and fields of students in the class, guest availability etc.
Sept. 6 - Teaching by doing; then reflecting
We begin to look at teaching by teaching. Students will take turns briefly (~3 min.) teaching a non-academic topic of their choice -- no prep is required! Time permitting we will then discuss the purpose of teaching and the role of the teacher.
Assignment for Sept. 13:
- Fill out the start-of-class survey.
- Read this with public speaking suggestions.
Sept. 13 - Communication and Teaching
As teachers, how do we connect with our audience? Dr. Pamela Pollock, Associate Director for Professional and Scholarly Development at the Bok Center, will lead us in exercises and coaching. This will help us to develop a vocabulary for talking about teaching in specific and descriptive terms.
Assignment for Sept. 20:
- Browse the Crimson's "Class of 2020" report, and read the commentary "I can't speak".
- Watch the video clip you were mailed the link to. Write down any observations on what the teacher did, what the students did, and how they interacted. Keep in mind that these are descriptions, not judgements.
- Read through page 10 of the new TF Handbook you received in class; it's also at https://bokcenter.harvard.edu/handbook-new-tfs .
Sept. 20 - Teaching at Harvard
- What does it mean to be a Teaching Fellow in SEAS, at Harvard?
- What are the expectations institutionally, culturally, professionally, and how does TFing fit in with a graduate student's research and overall life?
- How does an individual TF work effectively with a course head and/or a larger course staff?
- What are Harvard undergraduates like, and how do TFs fit in with their overall academic and college life?
We'll be joined by Abdul Wasay, CS PhD student and Resident Tutor in Quincy House.
Time permitting we may discuss videotapes of past TFs and continue to develop our teaching vocabulary regarding material and lesson structure.
Assignment for Sept 27:
- Prepare a ~10 minute lesson to teach. Try to make it at least somewhat interactive, and aim it at an intro/undergrad audience if possible.
Sept. 27 - Teaching Week II: class structure, learning goals and lesson planning
You will do your first (still brief) academic practice teaching, with a focus on fielding student questions. We will also discuss aspects of lesson planning and structuring a section.
Assignment for Oct. 4:
- Watch the Math 21b video clip you were mailed the link to. Consider the teacher's style both in interacting with the students and in using the board.
- Do a board planning exercise: Pick ~10 minutes of conceptual material to present. Take a sheet of paper and draw an outline of board panels on it. Plan out on the paper exactly what you will put on the board. No short-cuts: when done, the paper should effectively be a photograph of what the board will look like when you’re done. While doing this exercise, make note of important things to say and places to ask questions and interact with the students. Write all of this down, but not in the panels outlining the board. (It could still be on the same sheet of paper, perhaps below each panel.)
- Bring 3 copies of your lesson plan to class. We will be going over them in small groups.
Oct. 4 - Working with faculty, students, other TFs to make a course go well
A discussion of teaching at Harvard from the professor's perspective and how TFs and faculty can work best together in a course, with guest faculty member Harvard College Professor Evelyn Hu joining us to give a course head's point of view. [Date subject to change]
We will then break into small groups to study each other's board plan (prepared as homework).
Assignment for Oct. 11:
Oct. 11 - Teaching Week III: Conceptual Teaching
Incorporating feedback from the previous workshopping of your board plans, you will practice teach with your lesson plan, based on a conceptual topic, followed by a discussion of intent versus execution in terms of student learning. We'll be joined by Margo Levine, ADUS in Applied Math.
Assignment for Oct. 18:
- Browse these short handouts:
- Scope out an idea for a possible example problem based on your lesson of October 11, and bring it to class.
Oct. 18 - Problems and Assignments
A discussion of specific skills of teaching a scientific problem or activity, followed by a workshop on question/problem/assignment design, leading to you developing your problems or activities (as homework) to "assign" to each other next week. We'll be joined by Patrick Ulrich, ADUS in Environmental Science & Engineering.
Assignment for Oct. 25:
- Prep a problem- or example-based lesson (target for 20 minutes or less) in support of the homework problem you started developing in class today. Also finish composing your homework problem and bring 3 copies to hand out in class. Aim for your homework to take your "students" 15 minutes to complete after seeing your in-class lesson.
Oct. 25 - Teaching Week IV: Problems
Teach a problem or example and hand out "homework" to each other, to do for next week. We'll be joined by Sarah Iams, ADUS in Applied Math.
Assignment for Nov. 1:
- Do each other's homework! (Hmm, that sounds odd, doesn't it.)
Read the following short pieces
- "Working in Groups" tipsheets. Skim for what is implied about both student interactions and teaching issues.
- Peruse serc's page on the Jigsaw technique.
- Why Peer Discussion Improves Student Performance on In-Class Concept Questions. M. K. Smith et. al., Science, 2 January 2009: 122-124. We'll also use this as our basis for "how to teach literature" discussion if we have time.
Nov. 1 - Homework debrief
Grade each other's homeworks, have "office hours" meeting with students to discuss their efforts, and get each other's feedback on what it was like to be a student expected to do the assignments (and to learn from doing so).
Assignment for Nov. 1:
- Prep a brief research-group-talk or public-outreach presentation.
Nov. 8 - Teaching Week V: Communicating Your Science
Giving a first group-meeting presentation can be one of the most stressful tasks for a new graduate student. Using the teaching and feedback vocabulary we've built up so far, you will have the opportunity to practice giving a "group talk" and fielding questions. We'll be joined by Paul Bottino, Executive Director of Innovative Education.
Nov. 15 - The (Cognitive) Science of Learning
Students' presentations reviewing what they learned in the cognition and other science-of-learning chapters.
Nov. 29 - Experimental Teaching Lab
Faculty often find that their most rewarding teaching is often on topics other than their everyday research field. Think outside the box and teach us something completely different, and differently.
The syllabus page shows a table-oriented view of the course schedule, and the basics of course grading. You can add any other comments, notes, or thoughts you have about the course structure, course policies or anything else.
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