• Use class/section archives: 

• Beginning of the quarter is typically the busiest, stay the course! Things become more rhythmic after the first 3 weeks and also after enrollment 
• Software to send out permission numbers: YAMM (Yet Another Mail Merge) - check out the ACE CA Guide that Sonja wrote! -- YAS thank you both! 
• Rely on one another and your community! Colleagues are filled with wisdom and experiential knowledge
• Manage priorities, you can’t do it all at all times 
• Ask for help! Reach out to your core teaching team, ask to be added to the canvas page, ask for class materials, due dates, past exams etc. 
• One on one contact with students is extremely important, it is helpful to reach out one on one to get response 

• Option to record live lectures 
• Collaboration and learning with others in the virtual classroom
• Virtual drop-in office hours and spaces to connect with faculty staff in a comfortable way 
• The power of asynchronous offerings and classes 
• Demonstration of increased compassion and accommodations, a tonal shift, we are here to learn so lets make it accessible 
• Reassessing everything from assessments, and engagement, reducing, stress
  • Testing accommodations and different modalities of testing 
• Increase of reach and impact, speakers from all over the world 
• Getting feedback in realtime and different tools to make classroom experience more continuous 

Key Takeaways: 

• Carl Weiman - https://aps.org/publications/apsnews/202010/backpage.cfm
• Phet: Instructional simulations - https://phet.colorado.edu/
• “There are no lonely vertices” 

1. Present incorrect solution/walkthrough for students to identify mistakes made. 
2. Create a worksheet for students to tackle problems independently.
3. Ask them to lead a small presentation on a topic - become the teacher
4. Showcase proofs as a puzzle-solving, interactive so students learn all the assumptions and know where to apply the concepts
5. Give them physical intuition to understand the relevance of concepts
6. “Pacer”-like working session, where we start simple and give students feedback
   • students who do well on early problems will double back and help students who are still working on early problems 
7. Present students with an error, have them enumerate their thought process; then do a “debugging methods” brainstorm and talk about thought process
8. Individualized feedback/choose-your-own adventure (depending on your answers)
9. Have student present their strategies/solutions to section exercises to help cement their understanding and provide a student perspective to their problem solving
10. Stimulate student-to-student teaching / learning 
11. Introducing concept reviews before diving into specific practice problems

1. How will you know it has improved? 
2. Time management
3. Incentivize learning, try and get students to turn their camera on and provide a safe space to ask questions
4. Interaction and student engagement (maybe put in more group activities)
5. Keeping track of actual class performance in
6. Breakout rooms management
   • Creating a comfortable space such that students feel more comfortable working together
7. A method to help find ways to improve: scheduling 2 required 1:1’s a quarter to get direct feedback 

• Don’t try everything at once
• Try a new thing every week

• What if I don’t know what is going to be on the exam?
  • Talking to teaching team and also past CAs
• How much of a regular session should a review session be?
• Are multiple choice questions an effective learning tool?
  • Know and practice the format of the test! The cognitive work they are doing can be alleviated by doing this practice 
• Are recordings of review sessions very valuable?
• How much should the practice problems really reflect what you think will be on the test?
• There’s a lot to cover and very little time. How to best use time?
• What is the best way to lead review sessions so students who are taking it asynchronously can still find it helpful?
• How to manage time in terms of how much material review vs how many practice problem 
• How do we use review as a tool throughout the quarter? 
  • Different types of practice: 
  • Simple practice 
  • Extra practice 
  • Cumulative practice 
• Elida: What if I don’t know what’s going to be on the exam?
  • Make every effort to contact previous CAs, TAs, or the instructor for the course to learn more about the exam. If you aren’t able to locate a version of the exam then you can infer based on the learning objective, or main topic, from each unit covered so far. 
• More Questions: 
• Georgia: How much of a regular session should a review session be? Garrick: What teaching strategies are most valuable for review sessions? And Andrea: How to manage time in terms of how much material review vs. how many practice problems?
  • Review sessions should, by definition, not cover new material and definitely be guided by student questions and interests. There is a helpful page on the Yale CTL website about different ways to structure a review session. It’s great if students get some practice as well as feedback on their process, as well as being able to watch demonstrations.
• Carlos: Are multiple choice questions an effective learning tool?
  • They can be, yes. They’re a little tricky to write well, however. Here is a post from Tomorrow’s Professor about how to write effective multiple choice items. Whether or not you decide to go with multiple choice questions, make sure students are getting some feedback on their practice problems so that they know what to work on to improve.
• Andrew: Are recordings of review sessions very valuable? + Avery: How to create an effective asynchronous review session:
  • A video of step-by-step explanation of problems can be helpful, especially if it’s coupled with a review problem set so students can work alongside watching the video. You might also consider a Slack channel, time zone buddies, and/or study groups so students can work through problems together when doing asynchronous review.

• Sonja: How much should the practice problems really reflect what you think will be on the test?
  • Consider changing the values of a problem, so that students are learning the process, set-up, and/or underlying skills. I think it’s a sign of good preparation if the test problems look familiar (in terms of the underlying concepts) to students when they encounter an exam.

• Feedback Interview: show your new design prototype to a stakeholder and interview them about how usable, useful, and engaging it is.
• Over-the-shoulder observation: give them the prototype and watch as they try to use it. Note down breakdowns confusions, and payoffs. You can possibly give them a persona card to help them understand what POV they are using it from.
• Survey instruments: have the tester fill out a short survey, usually with a scale responses of 1-7 (levels of agreement). The questions can draw from surveys around Usability, Design for Dignity, and Procedural Justice.
• Comprehension Testing: have people use the design prototype, and then after they are done, give them a quiz to measure how much of the important content they have understood and retained.
• Idea book: make concept posters or other high-level presentations of your various ideas or features. Put them in a single book, like a catalog. Have the testers look