GTA facilitated active learning in early-years undergraduate practical classes in the School of Geographical and Earth Sciences

Abstract

In the School of Geographical and Earth Sciences (GES) Graduate Teaching Assistants (GTAs) are responsible for delivering practical classes (labs and tutorials) across early years' (Level 1 and 2) undergraduate programs. Here we reflect on our pedagogical approach as practical class convenors and our considerations for GTA development in the context of facilitating active learning. Through flexible and active pedagogies (e.g., Blumenfeld et al, 1991 and Rivet, 2017), we are working to transform delivery from traditionally didactic and front-led sessions towards dynamic, problem-based learning spaces. Using a consistent framework across modules, we implement collaborative exercises and peer-to-peer learning as a way of scaffolding active teaching practice. Cooperation between practical convenors and GTA teams provides a consistent and supportive framework for sharing best practice for effective and embodied learning (e.g., Gower, et.al, 2022; ALN, 2019). It is our intention that these reflections inform our GTA training framework within GES going forward and will have cross-disciplinary applications for enhancing GTA pedagogy