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ANATOMY 510DISCUSSIONS
PREPARATION
PREPARATION
All TAs: See the spreadsheet here for the date and topic. Prepare for our discussion by reviewing questions and resources on this page.
All TAs: See the spreadsheet here for the date and topic. Prepare for our discussion by reviewing questions and resources on this page.
For 4 TAs (see spreadsheet above): choose 1-2 resource(s) to share during the discussion from the linked folder.
For 4 TAs (see spreadsheet above): choose 1-2 resource(s) to share during the discussion from the linked folder.
Add discussion topic, title and link to resource, and a discussion question for all to discuss related to your resource to the spreadsheet above on the day before the discussion session.
Add discussion topic, title and link to resource, and a discussion question for all to discuss related to your resource to the spreadsheet above on the day before the discussion session.
DISCUSSION 1: TEACHING STRATEGIES & BUILDING A SUPPORTIVE LEARNING ENVIRONMENT
DISCUSSION 1: TEACHING STRATEGIES & BUILDING A SUPPORTIVE LEARNING ENVIRONMENT
Topics and Questions to Guide your Preparation:
Topics and Questions to Guide your Preparation:
Communicating Clearly in Simple Terms
- How can you adapt explanations to varying student knowledge and preparation?
- What role does non-verbal communication play in clarity?
Encouraging Collaboration and Hands-On Learning
- What strategies encourage collaboration between students?
- How can you address challenges like unequal participation or miscommunication?
- What is active learning, and how can it be incorporated while covering required content?
- How do you encourage students to take ownership of their learning?
Effective Student-TA Interactions
- How can you check for understanding during labs?
- What methods clarify complex concepts effectively?
Setting Expectations and Fostering Inclusivity
- How are expectations best communicated in a lab setting?
- What guidelines foster an inclusive and supportive learning environment?
Active_Learning_Continuum_CRLT.pdf(Links to pdf accessed from CRLT = Center for Research in Learning & Teaching at UMich website)
DISCUSSION 2: ENGAGING AND SUPPORTING DIVERSE LEARNERS IN THE LAB
DISCUSSION 2: ENGAGING AND SUPPORTING DIVERSE LEARNERS IN THE LAB
Topics and Questions to Guide your Preparation:
Topics and Questions to Guide your Preparation:
Student Engagement Strategies
- What keeps students engaged during labs?
- How can you create an engaging environment for diverse learning styles and interests?
Adapting to Different Learning Needs
- What is differentiated instruction, and how can it be applied in labs?
- How can individual needs be addressed without slowing the course pace?
Supporting Student Success and Well-Being
- How do unconscious biases affect interactions with students, and how can they be mitigated?
- How can academic rigor be balanced with students' mental health and well-being?
Inclusive Teaching and Language
- How can terminology and examples used in labs be made more inclusive?
- What is "people-first language," and why is it important?
Inclusive Strategies Reflection (5 principles) -- crlt.umich.edu.pdf(Links to pdf download from Center for Research in Learning & Teaching at UMich)
DISCUSSION 3: PROMOTING DEEP LEARNING & REAL-WORLD APPLICATIONS
DISCUSSION 3: PROMOTING DEEP LEARNING & REAL-WORLD APPLICATIONS
Topics and Questions to Guide your Preparation:
Topics and Questions to Guide your Preparation:
Managing Cognitive Load
- What is cognitive load, and why is it important?
- What strategies reduce overwhelm in the lab?
Real-Time Informal Assessments
- How can formative assessments guide real-time adjustments to teaching?
- What distinguishes formative from summative assessments?
Problem Solving and Critical Thinking
- How can labs encourage critical thinking and problem-solving?
- What strategies help students connect concepts to clinical or real-life applications?
Study and Metacognitive Strategies
- What study strategies help students retain and apply material?
- How can students reflect on and improve their own learning processes?
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