Didactic Materials AC_KTH - Pedagogical Rubric
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Pedagogical Framework
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AC_KTH
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Category of Soft Skill: Working with othersSoft Skill: Encourage discussion
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Importance StatementPedagogical ApproachTask/Context
Assessment Metric (Attitudes, Skills, Knowledge)
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Our research group has conducted a content analysis of 3109 messages from Math coach. The category of resolution, which includes reflecting on the solution and what was learnt, was not as prominent as would be expected from a theoretical perspective. The K-12 students wrote few chat lines (M=1.9, SD=0.4) that were categorized as resolution, while they spent significantly more time on exploration (M=9.4, SD=1.3). Thus, a challenge is to encourage the tutors to spend more time reflecting and discussing what was learnt on a more conceptual level.Formative assessment is an essential component of education. In order to improve, math coaches must be able to monitor the quality of their work. This requires that they have an understanding of what high quality work is and are able to monitor the quality of their own work. A number of different generic models of online tutoring that encompass both individual and group tutoring have been suggested in the literature. While most previous research has focused on tutoring groups and encouraging collaborative learning in online settings, we will pay special attention to soft skills in one-to-one online math coaching.
Math coach conversations are recommended to emphasize discussion rather than direct instruction/lecturing. Common approaches for encouraging discussion include asking questions and giving the students time to explain their ideas. Submit an example of a chat transcript as a Word or PDF file that illustrates how you encouraged discussion.The math coach submits evidence of having encouraged discussion with K-12 students, which includes asking questions and giving students time to explain their ideas.
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Ecourage discussion
Encourage reflection
Provide emotional support