Graduate student instructors (GSIs) know a lot about their subjects and have the potential to become great teachers. While they often rely on their own learning experiences or instincts, teaching training can enhance their skills even further. With the right training, GSIs can learn to explain concepts clearly, engage students with active learning strategies, and foster an overall positive classroom atmosphere.
Before the semester starts, training opportunities for GSIs are often limited. However, dedicating just one workshop to course-specific microlearning can be highly beneficial. Micro-skills are short, observable routines that can be practiced by participants. GSIs might teach their own small sections or assist faculty in large courses, so identifying the necessary skills for each class is crucial. For example, a GSI might need to facilitate group problem-solving in an active learning classroom.
One effective approach to prepare GSIs is a role-switching activity where GSIs are introduced to three micro-skills through an interactive lecture: teaching problem-solving, promoting active learning through questioning, and providing feedback. The lecture explains the importance of each skill, and includes the following activities (R Tormey, 2019):
- Problem-Solving Practice: GSIs solve a simple problem and analyze their solution within the context of problem-solving methods. This leads to a discussion on how to best model good problem-solving habits.
- Question Generation: GSIs create questions to prompt students at various stages of their problem-solving process.
- Feedback Practice: GSIs practice providing feedback to students, both verbally and on a sample of written homework.
After understanding these skills, participants practice in triads and give feedback to each other. The triad groups rotate roles as student, GSI, and observer. Each person gets a turn in each role, using exercise problems provided.
Role Play Breakdown:
- GSI: The ‘GSI’ helps a ‘student’ solve a quantitative problem, practicing problem-solving, active learning through questioning, and providing feedback.
- Student: The ‘student’ struggles with the problem and asks the ‘GSI’ for help.
- Observer: The ‘observer’ watches and provides feedback on the GSI’s use of the three skills.
Timing for the Role Play:
- 15 minutes to prepare the problem they will tutor.
- 45 minutes of role play broken into (3) 15 minute segments, so all participants play all three roles. Each 15 minute segment includes:
- 10 minutes for role play (one as GSI, one as student, one as observer)
- 5 minutes for feedback to the ‘GSI’ on their use of the micro-skills
- 15 minutes for individual reflection and planning on how to use and further develop these skills.
Given the limited time to train GSIs, a micro-learning workshop is an efficient and effective way to transfer skills and ideas into classroom practice. If you need help designing a micro-learning workshop, reach out to us for a consultation!
References:
Tormey, Roland ; Hardebolle, Cécile ; Isaac, Siara. (2020). The Teaching Toolkit: design of a one-day pedagogical workshop for engineering graduate teaching assistants. European journal of engineering education. Abingdon: Taylor & Francis.
Smollin, L. M., & Arluke, A. (2014). Rites of Pedagogical Passage: How Graduate Student Instructors Negotiate the Challenges of First-time Teaching. Teaching Sociology, 42(1), 28-39. https://doi-org.proxy.lib.umich.edu/10.1177/0092055X13502181
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