GSI Teaching & Resource Center
University of California, Berkeley
Site Map
Conferences, Workshops, Seminars & Institutes
Conferences
Spring 2004
Workshops
Fall 2003
Seminars & Institutes
Teaching Resources
Creating Ground Rules for Discussion Sections
The Purpose of Creating Ground Rules
Suggested Ground Rules
Methods for Creating Ground Rules
Small Group Method
Brookfield and Preskill's Method
Acronym Method
Using Group Work in Discussion Sections
Strategies for Variety in the Classroom
Developing Critical Reading Skills
How to Teach Lab Sections
The Pre-Lab
Pre-Lab Assignments
The Pre-Lab Introduction
During & After the Lab
Lab Period Do's and Don'ts: A Summary
Asking Effective Questions
Award-winning Teaching Ideas
(Teaching Effectiveness Award Essays)
Theories of Learning
Behaviorism
Cognitive Constructivism
Jean Piaget
William G. Perry
Social Constructivism
Quiz yourself
Dealing with Academic Dishonesty
Definitions of Academic Dishonesty
Academic Dishonesty: Causes & Solutions
Academic Dishonesty: More Causes and Solutions
Academic Dishonesty: Additional Solutions
Detecting Academic Dishonesty: Plagiarism
Detecting Academic Dishonesty: Some Other Forms
The Art of Paraphrasing
Paraphrasing Exercises
Academic Dishonesty: Formal Procedures
Citation Style Guides
Student Conduct: Campus Resources
Grading
Students' Written Work
Designing Assignments
Establishing Standards and Criteria
Assigning Grades
The Grading Process
Efficient Grading
Writing Comments
Example Papers
Paper 1
Paper 2
Paper 3
Returning Graded Papers
Understanding & Using Instructional Technology
Useful Definitions
Suggestions for Using Instructional Technology
Pros and Cons of Using Instructional Technology
Technology Tools for the Classroom
Brainstorming About Instructional Technology
Things That You Should Learn to Do
Five Ways to Improve Your Teaching
How to Write A Letter Of Recommendation
Before You Write the Letter
Do's and Don'ts
The Letter Paragraph by Paragraph
Sample Letter of Recommendation
Further Information
Developing a Teaching Portfolio
Why Prepare a Teaching Portfolio?
What Should be Included in a Teaching Portfolio?
Sample Table of Contents
Developing a Statement of Teaching Philosophy
Teaching Experience
Course Design and Pedagogy
Questions to Reflect on When Developing a Syllabus
Feedback on Teaching
Future Goals
FAQs
Campus Resources
Course-Related Resources
Instructional Technology & Computing Resources
Selected Campus Policies & Procedures & Conflict Resolution and Legal Services
Health and Safety
Student Diversity
Libraries & Museums
Student Life & Advising
FAQs
Consultations/Observations
Grants
Course Improvement Grants
Departmental Grants
Awards
Teaching Effectiveness Award Essays by Year
Teaching Effectiveness Award Essays by Author
Teaching Effectiveness Award Essays by Department
Teaching Effectiveness Award Essays by Topic
Teaching Effectiveness Award Essays by Academic Area
Outstanding GSI Award
Outstanding GSI Winners 1998-1999
Outstanding GSI Winners 1999-2000
Outstanding GSI Winners 2000-2001
Outstanding GSI Winners 2001-2002
Outstanding GSI Winners 2002-2003
Outstanding GSI Winners 2003-2004
Outstanding GSI Winners 2004-2005
Outstanding GSI Winners 2005-2006
Faculty Award for Outstanding Mentorship of GSIs
2003 Faculty Award for Outstanding Mentorship of GSIs Presented to Professor Joseph J. Duggan
2004 Mentoring Philosophy of Michael Clancy
2004 Mentoring Philosophy of Kevis Goodman
2004 Mentoring Philosophy of Martin Berman
2004 Mentoring Philosophy of Stephen Tobriner
2004 Mentoring Philosophy of Gail Offen-Brown
2005 Mentoring Philosophy of Dana Buntrock
2005 Mentoring Philosophy of John McNamara
2005 Mentoring Philosophy of Steven Vogel
2006 Mentoring Philosophy of Janet Adelman
2006 Mentoring Philosophy of Michelle Douskey
2006 Mentoring Philosophy of Paul Groth
2006 Mentoring Philosophy of John Hurst
Language Proficiency Program
Teaching at Berkeley
English Language Proficiency Testing
English Language Proficiency Courses
English Language Proficiency Eligibility Quiz
FAQs
Faculty Working with GSIs
14 Ideas for Helping GSIs Develop Their Skills
Plan a pre-semester course orientation.
Know your GSIs
.
Meet weekly with GSIs to talk about teaching
.
Build into the weekly meetings specific pedagogical goals
.
Encourage your students to keep a teaching journal
.
Observe your GSIs in the classroom
.
Encourage GSIs to be videotaped in the classroom
.
Set up a peer observation program
.
Encourage your GSIs to get ongoing feedback on teaching and learning from other students
.
Recommend participation in teaching-related events
.
Help GSIs construct a teaching portfolio
.
Encourage your GSIs to read pedagogical literature
.
View your course as one step in helping GSIs to prepare for their own future roles as professors.
Take part in the programs for faculty of the GSI Teaching and Resource Center.
Faculty Advisers for GSI Affairs: Roles and Responsibilities
Mentoring Policy Timeline
Campus Resources
Teaching with GSIs in Large Enrollment Courses
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Last update: 2/19/08