This is a link to a presentation from our structured study session/test review. The study session was a compilation of various topics that students seemed to struggle with.
In the first study session of the semester, we discussed topics such as gender identity, various sex researchers and their contributions to sex research, and foundational concepts as they relate to sexuality. In the second, we discussed sexual scripts, sex in the media, and sex research. Myself, along with other UTAs and Dr. Moore, collaborated on the presentation. In the actual review session via zoom, we took turns presenting the slides, clarifying topics, and answering additional questions that students may have had. This activity connected to my teaching philosophy by having students think critically about previous concepts and material. It also allowed students to learn from one another. A student may realize that they need to go back and review a specific topic to better prepare for the upcoming exam because another student had a different answer from them that was correct. From this activity, I learned how much actually goes into creating a study guide and/or review session. I also learned the value of team work and collaboration. It was much easier to come together with a team to put together the assignment rather than try to put it together on my own. If I had to do this activity again, I would try to make the presentation more interesting and I would not send the presentation to students who could not make it. I believe that because I told students that I would send them the Powerpoint afterward, students left the zoom call or just did not participate. I also would offer participation points or extra credit for those who came and participated.
The artifact is a link to a template form to evaluate student engagement weekly. Also attached to the document is rubric which helped decipher what participation grade the student earned for that week. It included the name of the student, their attendance, notes on their performance and engagement and their weekly engagement quiz grade. All of which were factored into the students’ weekly participation grade.
My role in this activity was to take note of when students were in class, on time and whether or not they left early. I was also responsible for taking note of how often they spoke up and engaged in both class and group discussion. Dr. Moore also made it the UTAs duty to facilitate group discussion which is where the bulk of the students’ paricipation grade came from. I factored in how often they participated in dicussion, their attendance, and their weekly engagement quiz score to calculate their weekly participation grade. If students consistently had good participation grades, I would encourage them to keep up the good work. If students had lower participation scores, then I would ask them their thoughts in discussion to help boost their grade for the week or email them personally to remind them of how much the participation grade impacts their final grade in the course.
In my teaching philosophy, I mention the importance of thinking critically, applying concepts to the real world, and the value of students learning from their peers. This artifcat, or activity, evaluated how much students thought critically, applied conepts, and their peer-to-peer interaction. Because of this, I believe that it forced the students to immerse themselves in the readings and in discussion in order to earn a decent participation grade wach week. I also believe that this activity helped make the class more interesting because it was not an hour and a half of lecture, but there was always a set period of time for them to talk amongst their peers and learn from them.
From doing this activity, I learned that there is a lot that goes into grading. It’s not always black and white, sometimes it’s grey. Because it can be grey, it’s important to keep everything documented and organized. You never know when a student is going to question their grade and you should be able to show exactly why you assigned the grade that you did. I also believe that I found a bit of a passion for teaching. When the students’ weekly quiz scores came in, I grew to become excited every time one of my students made a high score. If I had to do this activity again, I would not do anything differently. I think that this activity was great and effective, and if I had to use again, I would.