class: middle, centre background-image: url(lecture1.jpg) background-size: cover .bigtext[Induction Session for Maths Lecturers] --- # Outline * Ethos and Expectations * Lectures: General Aims * Before the Lecture itself / Preparation * The Lecture -- some tips * Aligning the course / Problems and solutions * After the Lecture / Support --- # Ethos and Expectations * Department will * Provide students with a research-led education in mathematics, training them as part of a community of professional practice. * Provide opportunities for students to develop further their general skills in communications, problem-solving and critical thinking and the ability to work independently. --- # Ethos and Expectations * Students will * Engage actively with the learning opportunities provided for them. * Take responsibility for their own learning, working to understand material through independent study and practicing skills through assigned exercises. --- # Rule of thumb: everything is your fault. --- class: middle, centre background-image: url(lecturer-shepherd.jpg) background-size: cover .bigtext[Lectures: General Aims] --- # Aims of the lecture courses * Provide framework on which the students build their understanding * Usually they will be building a set of notes based on your lectures and accompanying problems * You are their guide over 40 lectures (without losing any) * You provide all support so they can all follow * You are responsive (quickly) to their needs and requests * Remember: most of our students are kind and reasonable! --- class: middle, centre background-image: url(lecture_prepared.jpg) background-size: cover .bigtext[Preparation] --- # Preparation (Course) * Figure out what the students know and their level * At the beginning, follow closely what was done before * Don't try to do it from scratch unless you are very experienced * Don't try to put in too much material!!! * You will need to pace the course so the weakest can follow, but can add material or extra questions to entertain the strongest * Remember this: if you lose 5% or the class each lecture then after 1 term you will have ~ 0% following you! --- # Preparation (Lectures) * (Re)Prepare as course goes along (align set problems with the week's lectures) * Figure out (from discussion with the students) what they want. Do they need you to go over something? Did they ask for more examples? * Typically 1-4 hours preparation for a good lecture depending on the level of difficulty. (10 mins for bad one.) * Try to think of how to make your examples interesting/amusing! --- # Preparation (Lectures) * Prepare your proofs. * Do not be tempted to wing it in real time - trivial mistakes will be seen as signs of incompetence. * Prepare your board use (write a "master board" in the lecture? Number parts of proof? Diagrams to orient students?) * Work out your timing. --- # Preparation (Supporting material) * You will need questions to accompany course + solutions. * Your lectures should be aligned with them. * Use DUO to deposit material, provide links, announcements, supplementary notes etc. * It all gets carried over next year. * Put your (preferably latexed) lecture notes on DUO. * For 3rd and 4th years, please arrange office hours. --- class: middle, centre background-image: url(lecturer-alignment.jpg) background-size: cover .bigtext[ Alignment] --- # Alignment * Be mindful of the learning route the students are on. * Set questions each week for the students to develop their understanding of the material you cover. * Ideally after each lecture the students will try relevant questions. * Set some basic questions and then stretching questions. * The questions make a good basis for recap in lectures. --- class: middle, centre background-image: url(lecturer-tucker.jpg) background-size: cover .bigtext[Lecturing - some tips] --- class: middle, centre background-image: url(lecturer-tucker.jpg) background-size: cover .white[Do you understand the words ] .white[that are coming out of my mouth?!] --- # In the lecture (patronizing advice) * You are in control! You may have to shepherd them in. * Be punctual: start at 5 past, stop at 5 to the hour. * University policy is to have lecture recordings. * University policy is to have pens that never work (take your own). * Take command of the room and prepare for moderate crowd control. If you don't do this half students will complain due to the other half, but it's still your fault. --- # In the lecture (patronizing advice) * Recap previous lecture at the beginning (maybe use a "master board") * Build a rapport over the weeks: be approachable. * Don't get upset (I have lost rapport for several weeks after throwing a hissyfit). * Explain it to them as if you are talking to a single person --- # In the lecture (patronizing advice) * Engage with them: Make eye-contact. Are they following? Do any look confused? Do not just ask if they are following (useless), instead ask them questions! * Speak slowly enough that they can take notes (e.g. wait if they are still writing). * Speak only when you are looking at them: do not speak when you write on the board. * Speak to the back of the room. * Arrange board use so rubbing out of stuff is delayed as long as possible. --- # In the lecture (dumb questions) * Great you got a question: they're engaged! * Give them credit for having spoken ("great question!"). * If it is a "dumb question" it's your problem. * Try to go back to where they got confused. * Consider covering background if it seems they need it. --- # In the lecture (timing and tips) * Consider a 3 minute break between topics where they can approach you with questions. * Better to stop early than rush to cram stuff in. * If you don't finish leave the remainder as an exercise and recap at the start of the next lecture. * Be available afterwards to answer questions. * If you want advice ask your mentor to observe you! --- class: middle, centre background-image: url(lecturer-support.jpg) background-size: cover .bigtext[Support] --- # Support for the students! * Be approachable and available after lecture. * For 3rd and 4th years, please arrange office hours. * If there is a particular issue, arrange supplementary lectures/problems class. (It saves you time in the end.) * Be prepared to answer e-mails (in a friendly way!) and meet students. --- # Support for you (Mentors wake up!) * You want to make a good impression early. * Mentors - please observe (at least) your mentee's first lecture and give practical comments. * Check that the course is coherent and well structured. * Volunteer practical advice (e.g. "You should leave more time between topics", "you need to speak louder", "do more review at the start"). * This is the chance for your mentee's redemption before the SSCC/MEQs so don't hold back with advice: you will not be doing any favours by holding off. --- # DELTA * University's training scheme. * Includes PGCLTHE (Postgraduate certificate in Learning and Teaching in Higher Education): * Mandatory training for all new lecturers. * One 60 credit module, over 18 months. * Leads to Fellowship of the HEA (Higher Education Academy). --- # DELTA * Key contacts: * Programme Director: Nicola Riemann email@example.com * Programme administrator: Pauline Edmondson firstname.lastname@example.org * Maths DELTA coord: Simon Ross email@example.com --- # Questions?