Graduate Teaching Assistants
- Module for Credit - Michaelmas Term 2020
- Module (self directed)
- Useful Links to support postgraduate teaching and research
This module is for credit (5ECTS) and can form part of the structured PhD.
Module learning outcomes:
Upon successful completion of this module, you should be able to:
- Reflect on the tasks and responsibilities associated with your role;
- Practice some appropriate communication and coping strategies;
- Select and apply some relevant theories of learning to your teaching;
- Design a teaching session plan;
- Use technology to enhance your students’ learning;
- Support assessment of, for and as learning;
- Reflect on your own learning as a teaching assistant.
The module is divided into the following 7 learning blocks:
- Role of the Graduate Teaching Assistant
- Communications and Coping Strategies
- How Students Learn
- Session Planning
- Designing an Online Activity
- Assessment and Feedback
- Reflecting on and Evaluating your Teaching
This module seeks to enable Graduate Teaching Assistants (GTAs) to:
- Develop a conceptual understanding of the norms and expectations of being a TA;
- Examine your assumptions, values, beliefs, and practices;
- Employ effective teaching strategies to enhance student learning;
- Develop a student-centred approach to teaching;
- Promote inquiry and student engagement;
- Evaluate your teaching and their impact on student learning.
The module will run from Monday 28th September 2020 for twelve weeks (with a break for reading week) and there is no charge. You will participate in weekly online discussion threads, contribute to journal entries and must be able to participate in the following 3 x 50 minute online tutorials on the following dates:
- Wed 21st October 2020 (1:05pm) – Preparation of a Draft Teaching Philosophy Statement - Dr Michael Wride
- Wed 18th November 2020 (5:05pm) – Session Planning - Dr Jonny Johnston
- Wed 2nd December 2020 (1:05 pm) – Technology Enhanced Learning - Dr Jonny Johnston
Registration has now closed for the module in Michaelmas Term 2020.
Funded by the National Forum for the Enhancement of Teaching and Learning, Academic Practice & eLearning (CAPSL) have developed an online module titled ‘Teaching and Supporting Learning as a Graduate Teaching Assistant.’ The new online module is research led and is based on the original 5ECTS module for Graduate Teaching Assistants.
The online module is available in Blackboard and contains seven blocks: -
•Role of the Graduate Teaching Assistant
•Communications and Coping Strategies
•How Students Learn
•Assessment and Feedback
•Reflecting on and Evaluating your Teaching
All postgraduates in Trinity may self-enrol on the fully online version of the module from within Blackboard.
To self-enrol, go to Blackboard at https://mymodule.tcd.ie (This module is NOT for credit).
Log in using your College network username and password
In the Module Search box, enter –Teaching and Supporting Learning as a Graduate Teaching Assistant
Click on the module -VP1017_PD_1819
Click on + Enrol at the bottom of the module menu on the left of the screen
In the ACCESS CODE box enter –TACOURSE1819
Click OK. You may need to log out and back in to Blackboard if you cannot see all the content in the module after self-enrolling.
In at the Deep End - Starting to Teaching in Higher Education
Part 1 (PDF 2.92MB) For optimum reading, please save the pdf, then open in adobe, reduce to 100%, go to view, rotate view, counterclockwise.
Part 2 (PDF 9.58MB) For optimum reading, please save the pdf, then open in adobe, reduce to 100%, go to view, rotate view, counterclockwise.
New to Teaching Toolkit
The HEA has online New to Teaching Toolkits for those starting out on, or returning to, a higher education teaching career. A list of these toolkits are below.
The New to Teaching Toolkit contains guidance, literature and exercises in the areas of assessment, feedback, large and small group teaching, as well as developing and working with open educational resources (OER).
It draws on the experiences of new and experienced academic staff from across the disciplines and their reflections on the challenges and opportunities of teaching in higher education in the UK.
In a series of videos, colleagues consider what has worked for them in the classroom and what may work for others. The toolkit also contains information that you can work through at your own pace.
It will be updated with new resources as they become available.