TA Handbook-Chapter 3c

PROBLEM-BASED RECITATIONS

Many courses, especially those in the sciences, social sciences and engineering, use recitations for problem-based teaching and learning. Problem-based recitations pose questions for which the procedure needed to solve the problem is "not immediately apparent." [11] In finding a solution to the problem, students begin to understand the larger theories, rules or assumptions within a discipline. The teaching assistant’s job is to help students to discover how a group of problems may be solved and to help them to uncover the larger concepts the problems demonstrate.

PREPARATION

As with any recitation, careful preparation leads to successful teaching. To prepare for problem-based recitations, teaching assistants should:

WORK PROBLEMS IN ADVANCE

Write out all the steps in each solution. Remember that as an expert you often skip operations that beginning students need to see. What you might consider a simple and elegant answer may seem vague and confusing to a student who is new to problem solving.
Review each problem and solution for likely stumbling blocks. Be prepared to explain new or difficult procedures.
Think about diagrams that might help students "see" the problem. Sketch diagrams in your teaching notes so that when it’s time to use them, you can simply copy them onto the chalkboard, transparencies or presentation software. It is difficult to make good useful diagrams without advance preparation.

TEACH PRINCIPLES AND APPLICATIONS

Avoid encouraging rote memorization of specific solution strategies. Show each step in the solution and explain the rationale of each step. Identify which problems illustrate the various principles, and plan your recitation around ideas and theories, not just problems. If you are using techniques that were covered in a previous class or recitation, remind your students that they have encountered similar problems before.

TEACHING THAT INCLUDE STUDENTS

You may not have time to go over every problem. Therefore, select problems based on the number of students who missed the homework problem or the problem’s ability to illustrate one or more central concepts. Students’ performance on tests and quizzes may also guide your selection. Here is a list of some other strategies that include students. Discuss the problems with your students. Have them suggest steps as you work through problems on the chalkboard, overhead or computer. Relate each step to previous problems that the students have already solved.

Have students put problem solutions on the board, and explain their work. Ask questions that force students to think about their approaches to the problem as well as the solutions.

Put students in pairs or small groups to solve new problems. Have one student in each group report the group’s thinking and solution to the rest of the class. While students work in the groups, you should visit each group to help them get started, see how they’re doing, and offer suggestions.

Be prepared with extra problems similar to those assigned. This ensures that you will have enough material for the allotted time and that you will be able to offer additional problems to illustrate difficult concepts.

Teach students to generate additional problems themselves. Encourage them to use the "What if" technique whereby one or more variables in the problem is changed. ("What if there were four additional cargo shipments leaving from each of the two terminals?")

DISCUSS ALTERNATIVES

One of the most exciting aspects of problem-based instruction is the opportunity it affords for discussion. Often there are several good alternative routes to solving a problem. For professional scientists, engineers and social scientists, discussions and debates about how a problem should be solved are the substance of intellectual discourse. Be prepared for, encourage, and enjoy the diverse approaches your students will offer.

APPROACHING PROBLEM SOLVING

Remember that your function in a section is not to solve problems; you are there to teach students how to do that for themselves. This means that explaining why is much more important than explaining how. In particular, you should address the thought process you use to solve a problem before you get to the "plug-and-chug" stage of problem solving. Almost anyone can plug in values for variables in a formula; you will find that most students' difficulties arise before this stage when they are faced with deciding which formula to apply. [12]

ASSESSING UNDERSTANDING

Try to get a sense of student understanding as you go along. Silence in response to the query, "Any questions?" does not necessarily mean that things are going well. Listen carefully to students' questions and comments. Frequently, what students say may not be exactly what they mean, and you may need to help them articulate their difficulties more clearly.

At the end of a session, ask students to jot down anything else they may have wanted to cover and any questions they may still have. Try to find out what they found most difficult to understand. This will give you a good indication of how much your students are actually comprehending. [13]

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