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Abstract Title: Evaluating impact of GTA training in a mixed-reality classroom simulator
Abstract: We evaluate the impact of rehearsing teaching skills in a classroom simulator on GTAs' instructional practices in combined tutorial and laboratory sections of an algebra-based introductory physics sequence over three semesters. GTAs participated in different numbers of simulator rehearsal sessions across the three semesters: no simulator training, one session, and four sessions. We conducted 109 classroom observations for 23 GTAs, using a modified version of Laboratory Observation Protocol for Undergraduate STEM (LOPUS). To classify and characterize GTAs' instructional practices, we conducted a hierarchical cluster analysis and found three instructional styles: "the group-work facilitators", "the whole-class facilitators", and "the waiters." These instructional styles vary in multiple GTA codes, including amount of wait time and posing questions in small groups and whole class. We discuss the characteristics of the instructional styles, distributions of GTAs' use of the styles in each semester, and the correlation between student learning outcomes and GTA instructional styles.
Abstract Type: Juried Talk
Parallel Session: Juried Talks III

Author/Organizer Information

Primary Contact: Tong Wan
University of Central Florida
Orlando, FL 32816
Phone: 5097159791
and Co-Presenter(s)
Constance M. Doty
University of Central Florida

Ashley A. Geraets
University of Central Florida

Christopher A. Nix
University of Central Florida

Erin K. H. Saitta
University of Central Florida

Jacquelyn J. Chini
University of Central Florida