Facilitating Group Work Pre-Session Survey

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Note: For the purposes of this short survey, a “teacher” or "instructor" is anyone with a responsibility for supporting learning by a group of college or university mathematics students. This definition includes a graduate student who runs a lecture-adjacent discussion, lab, or problem-solving section as well as someone who is instructor-of-record for a class.

The first three questions are about the pre-reading (the first 10 pages in Chapter 5 from Reinholz, 2023). The last three questions are independent of the pre-reading.

About the Pre-Reading

In the subsections of the pre-reading from Reinholz (2023), we were introduced to common participation structures (e.g., individual, partner, group, whole class) and some less common structures (gallery walk, everyone shares, paper toss, whiteboard).

Which structures have you experienced as a STUDENT in a college or university mathematics class? Select all that apply.

individual

partner

group

whole class

gallery walk

everyone shares

paper toss

whiteboard

I didn’t have a chance to complete the pre-reading so am answering as best I can without it

Which structures have you experienced as an INSTRUCTOR in a college or university mathematics class? Select all that apply.

individual

partner

group

whole class

gallery walk

everyone shares

paper toss

whiteboard

I didn’t have a chance to complete the pre-reading so am answering as best I can without it

Think about a class you will soon teach and imagine students are working in groups on a new idea. Of all the structures listed above, which one would you want to build better skill with as an instructor for working with that class? Please say a little about why you chose what you did.

Beyond the Pre-Reading

Even if you skipped the pre-reading questions, please answer the following questions.

From your perspective, which of the following instructor statements/actions are likely to invite participation among students working in a group? Select all that apply.

Instructor says: “decide who will explain this to the class”

Instructor says: “convince each other”

Instructor says: “discuss until you figure out what the right answer is”

Instructor says: “discuss until you figure out why the answer is right”

Instructor says: “you’re on the right track, keep going”

Instructor re-voices one student’s comment to the group

Instructor asks student B to revoice an idea from student A

Instructor looks at each student

Instructor nods in response to student statements

Instructor writes on a student’s paper to correct it

Instructor is positioned at a similar eye level with the group

Instructor is positioned away from the group (to not crowd them)

Instructor has students sit near each other

Instructor has students work together on a shared board

Required

Select the description that most closely matches your college/university teaching experiences to date.

Experienced College Mathematics Instructor: someone who has taught mathematics or statistics to students in a college or university for more than 1000 classroom hours or, equivalently, 10 semester-long classes.

Novice College Mathematics Instructor: Someone with fewer than 1000 hours, or equivalently 10 semester-long classes, in an instructional role. Most graduate students who take on teaching assistant and instructor-of-record roles are still "novice CMIs" when they graduate. Terms commonly used include: new faculty, GSI, GTA, TA, Lab-TA, postdoc.

Other:

Are you also a "Provider"? A Provider is someone who facilitates (and may design) teaching-focused professional learning that is offered to college or university mathematics instructors in their department. *

Yes

Free-form: Use the text box below to offer any additional information.

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