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Transforming Courses: Find a collection of innovative instructional materials in a variety of disciplines.
Transforming Courses: Find a collection of innovative instructional materials in a variety of disciplines.
Roles for Experienced LAs: LAs have a wealth of skills and expertise that make them great mentors, communicators, and education researchers.
Roles for Experienced LAs: LAs have a wealth of skills and expertise that make them great mentors, communicators, and education researchers.
Overview
Overview
One of the pillars of the LA model is the LAs’ practice of leading active learning teams within the classroom.
One of the pillars of the LA model is the LAs’ practice of leading active learning teams within the classroom.
Primary goals for using LAs in the classroom include:
Increasing student learning and retention;
Increasing student engagement and ownership;
Emphasizing sense making and reasoning;
Learning more about student thinking.
In pursuit of these goals, LAs typically work within classrooms by facilitating small group discussion around challenging questions. Whether in a large lecture hall, a small recitation, or an online forum, LAs encourage students to share their ideas and reasoning and guide them toward thinking more deeply. LAs also learn about student successes and challenges and provide critical feedback to the instructor regarding student learning in the course.
In pursuit of these goals, LAs typically work within classrooms by facilitating small group discussion around challenging questions. Whether in a large lecture hall, a small recitation, or an online forum, LAs encourage students to share their ideas and reasoning and guide them toward thinking more deeply. LAs also learn about student successes and challenges and provide critical feedback to the instructor regarding student learning in the course.
V. Otero, S. Pollock, and N. Finkelstein, Am. J. Phys., 78, 11 (2010).
Core Features and Contextual Considerations
Core Features and Contextual Considerations
Working with LAs requires contexts in which LAs can facilitate student learning. Courses must be student-centered with ample time for group discussion around challenging questions. Learning Assistants interact with students by facilitating discussions about different types of tasks and problems within the discipline. LAs focus mainly on eliciting student thinking and helping each student participate in developing a shared understanding. LAs must view their role as learning facilitators, interacting with students not simply confirming answers or giving the “right answer.”
Working with LAs requires contexts in which LAs can facilitate student learning. Courses must be student-centered with ample time for group discussion around challenging questions. Learning Assistants interact with students by facilitating discussions about different types of tasks and problems within the discipline. LAs focus mainly on eliciting student thinking and helping each student participate in developing a shared understanding. LAs must view their role as learning facilitators, interacting with students not simply confirming answers or giving the “right answer.”
An LA at Chicago State University discussed her role in the classroom. She noted that LAs are not “cheat sheets” - rather, they should engage with the class and help students reach the answers themselves.
While the contexts in which LAs serve may look different, all LAs follow these guidelines:
LAs are integrated into the required portions of the course and opportunities are available for all students to interact with the LAs on a regular basis. LA supported courses incorporate LA-student interactions during class time.
LAs interact with students every week (2 hours per week guaranteed, minimum, starting within the first two weeks of the semester).
Over 60% of the LA’s time should be with groups of students facilitating group learning rather than with individual students.
V. Otero, S. Pollock, and N. Finkelstein, Am. J. Phys., 78, 11 (2010).
J. Weidler-Lewis, D. Pierce, (2013) 2013 World Conference on Educational Multimedia, Hypermedia and Telecommunications Conflicting Discourses: An Examination of “Time” in Online Learning Courses Facilitated by Learning Assistants.
J.K Knight, S.B. Wise, J. Rentsch, & E.M. Furtak, (2015) 2015 Knight, Wise, Rentsch, & Furtak (2015) Cues Matter: Learning Assistants Influence Introductory Biology Student Interactions during Clicker-Question Discussions.
B. Cohen & L. Doughty 2016 2016 Physics Education Research Conference Proceedings Theoretically Framing a Complex Phenomenon: Student Success in Large Enrollment Active Learning Courses
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