1. Given what you know so far, describe what it means to be an LA/TA. What is your job? What do you hope to accomplish?
2. What does it mean to teach?
3. What does it mean to learn?
4. Did you work with students this week?
5. If you worked with students this week, please skip this question and continue with the rest of the questions. If you did not interact with students (labs/recitations don’t start until the second week of class, your students spent the entire time doing a survey, etc) please explain below and skip the rest of the questions.
6. What was particularly promising in your experience with students and/or the lead instructor?
7. What was particularly challenging?
8. What are you currently working on and how might that look in your next interactions with students?
9. If you are uncomfortable with having your reflection shared anonymously with your departmental instructor this week, please indicate here.

The following 5 questions will not be shared and are aggregated anonymously:

1. On a scale of 1 (not likely) to 5 (very likely), how likely are you to seek a career that involves teaching?
2. On a scale of 1 (not much) to 5 (very much), how much do you think a teacher’s actions affect student learning?
3. On a scale of 1 (not very well-prepared) to 5 (very well-prepared), how well-prepared do you feel to help others learn physics/astronomy?
4. On a scale of 1 (not much) to 5 (very much), how much do you know about research on strategies for teaching and learning?
5. On a scale of 1 (not very well-prepared) to 5 (very well-prepared), how well-prepared do you feel to help students from different backgrounds or with diverse learning styles?

1. (required) How many hours a week are you spending on this course?
2. What is your main responsibility as an LA/TA? (Do you facilitate co-seminars, tutorials, recitations, labs? Work with students during class/lecture? How?) Also comment on whether students are required to participate in these sessions. Do you work with a TA, LA, or instructor? What other responsibilities do you have?
3. What questioning strategies did you use that were particularly effective as you worked with your students? Give an example.
4. What else do you want to share about your LA/TA experiences so far?

1. (required) How many hours a week are you spending on this course?
2. Are you looking forward to any aspects of the Semester Long Project and how it will help you with your LA/TA practice?
3. Can you share a great moment from the week?
4. A challenging moment?
5. Did you experience anything that was unexpected?
6. Is there anything else you would like to share?

1. Selecting one of the students you worked with, what mental models did you think the student might be using?
2. Sometimes it is not so much that a student’s thinking is flat out wrong. Usually students have good, experienced-based ideas that are simply being applied incorrectly or by using the wrong academic terminology (for example sometimes students use “force” when they really mean “umph” or “energy.”) What part(s) of the “mental model” of the student discussed above is useful for you as an instructor to help the student build?
3. What is your mental model of what it means to learn your discipline (e.g.,physics)?
4. (required) How many hours a week are you spending on this course?

1. List the important characteristics of student mental models?
2. Choose a Principle or Corollary from the Redish article. Discuss evidence from your LA/TA or student experiences that seems to either support or contradict this Principle/Corollary.
3. Select one of the LA/TA videos you have seen.  Describe at least one technique or suggestion that you could implement in your LA/TA experience.
4. (required) How many hours a week are you spending on this course?

1. (required) How many hours a week are you spending on this course?
2. What student ideas that you read about have you seen in your students or found helpful for your project?
3. What reasons might explain why students have for forming those ideas?

1. (required) How many hours a week are you spending on this course?
2. What types of student ideas did you come across in your LA/TA experience this week? Describe the idea(s).
3. What is useful about this idea?
4. What is problematic about this idea?
5. Given where you would like them to go (goal), and knowing where they are coming from (prior knowledge), how are you going to get there? Discuss what you actually ended up doing (for better or for worse) after diagnosing this idea? What other things could you have done?

Please answer at least two of the non-required questions in your teaching reflection:

Metacognition

1. (required) How many hours a week are you spending on this course?
2. Did the meta-cognition reading(s) shift how you view your practice as a Learning Assistant or Teaching Assistant? If so, how?
3. How have your LA/TA teaching videos helped you develop a sense of metacognition?
4. What metacognitive strategies can you use (will you use) with your students?
5. What aspects of the metacognition reading from last week were most helpful to you?

1. (required) How many hours a week are you spending on this course?
2. Discuss how the topics from the past few weeks make a cohesive argument about teaching and learning and how you might be able to use those ideas in your LA/TA experience.
3. If you feel that the ideas from the past few weeks are not applicable to your LA/TA experience, discuss why not?
4. What did you learn from your analysis of your Feedback data (LA/TA-CQ)? Consider what you learned about yourself, about the course, about the department, about the LA/TA program?
5. What is one thing that you will continue to do as an LA/TA based on the analysis of the Feedback data (LA/TA-CQ)?
6. What is one thing that you will do differently as an LA/TA based on the analysis of the Feedback data (LA/TA-CQ)?

1. (required) How many hours a week are you spending on this course?
2. Teachers have specialized skills (such as formative assessment and questioning) but they also interact meaningfully with their students. What qualities of effective teachers are well aligned with you and your teaching situation?
3. Which ones would you like to further develop?

• How did the knowledge/readings/exercises from this class alter your idea of what it means to teach?
• How did the knowledge/readings/exercises from this class alter your idea of what it means to learn?
• Do you think this course helped you to be a better teacher or learner?  If so, how? If not, why not?
• If you were in charge of this course, what would you do differently?

The following questions will not be shared and are aggregated anonymously:

1. On a scale of 1 (not likely) to 5 (very likely), how likely are you to seek a career that involves teaching?
2. On a scale of 1 (not much) to 5 (very much), how much do you think a teacher’s actions affect student learning?
3. On a scale of 1 (not very well-prepared) to 5 (very well-prepared), how well-prepared do you feel to help others learn physics/astronomy?
4. On a scale of 1 (not much) to 5 (very much), how much do you know about research on strategies for teaching and learning?
5. On a scale of 1 (not very well-prepared) to 5 (very well-prepared), how well-prepared do you feel to help students from different backgrounds or with diverse learning styles?