Update best-practices.qmd

Made a few updates, added a few phrases, and added Mine's "Grade like a human" advice.

best-practices.qmd

@@ -17,7 +17,7 @@ title: Best practices
 
 -   **Course website:** Familiarize yourself with the website for the course.
     This may be a site designed by the instructor or it may be a Sakai or Canvas site.
-    Sakai is a university wide course development and presentation platform that will be replaced by Canvas next year; some courses are already piloting Canvas this semester.
+    Canvas is a university wide course development and presentation platform that is replacing Sakai at the end of this semester; some courses are already using Canvas.
     All courses use Sakai or Canvas at least for grades.
     You will need a NetID to access Sakai at http://sakai.duke.edu or Canvas at <https://canvas.duke.edu>.
     Both allow faculty (and TAs if the faculty gives permission) to post course information such as lecture notes, assignments, announcements, exam solutions, and other teaching materials to which you want your students to have access.
@@ -31,7 +31,7 @@ title: Best practices
     Learning Innovation also offers training on Sakai and Canvas.
 
 -   **Discussion tools:** Piazza is no longer supported by Duke University but individual instructors may still choose to use it.
-    Alternative discussion tools include Conversations in Sakai, and other tools your instructors may choose.
+    Alternative discussion tools include Discussions in Sakai or Canvas, Conversations in Sakai, Ed Discussions in either platform, and and other tools your instructors may choose.
     Once your instructor has chosen which tool they will use, ask for training on that tool.
 
 -   **Gradescope:** Gradescope is an online grading tool that is usually integrated with Sakai or Canvas.
@@ -55,7 +55,7 @@ title: Best practices
     Large introductory classes often use OIT provided Docker containers for computing.
     Graduate courses often use department servers.
     In remote teaching, the situation is complicated by distance and the need to see the screen of your students.
-    Graduate Teaching Assistants and experienced undergraduates usually supervise the computing lab sections.
+    Graduate Teaching Assistants and experienced Undergraduate TAs usually supervise the computing lab sections.
     Get help with the computing environment from Dr. Durso or from Learning Innovation's online training options.
 
 -   **Collaboration tools:** Whether your instructor is using email, Slack, Basecamp, Microsoft Teams, or any other collaboration tool, make sure you understand how to use it and what your instructor's preferred communication methods are.
@@ -92,7 +92,7 @@ title: Best practices
     You will want students to leave after the first class knowing why the lab sections are important and what your expectations will be.
     You will want to leave after the first class knowing the students' expectations and knowing that they are engaged enough to begin expending the time and energy needed to do well in the course.
 
--   Make sure you have worked through the lab ahead of time leaving plenty of time to ask the instructor for clarification.
+-   Make sure you have worked through the lab ahead of time leaving plenty of time to ask the instructor and Head TA for clarification.
     Make sure you understand the general learning objectives.
     Be ready to explain to students why they are being asked to do the exercise.
 
@@ -103,7 +103,8 @@ title: Best practices
     Help them make the link between the computing lab and what has been covered in the text and lectures.
 
 -   Check in with breakout groups online, even when it looks like there are no questions.
-    Wander around the live classroom or lab.
+    Please *"wander around the live classroom or lab."* 
+    If there are many questions, establish a procedure you will use to answer them in some order and fairly. 
     Students are more likely to reach out and ask a question if you're physically (or virtually) closer to them than if you're sitting in front of the classroom.
     Don't ask the Ferris Bueller query "Any questions?" Instead, "what questions do you have for me?" or "I'll take 3 questions now" are both better ways to solicit inquiry.
 
@@ -112,15 +113,17 @@ title: Best practices
     Live coding, where you are demonstrating something as you talk about it, and students code along, should be done slowly.
     You don't have to be perfect.
     It's okay to make mistakes and correct them, modeling authentic coding for your students.
+    If you make a mistake or get an error code, model the process of troubleshooting by talking through finding the issue and making corrections. 
     Demonstrate first, and then have students work on their own code.
     Watch for frustration.
     Address it positively.
     Suggestions for how to do this incredibly well can be found [here](https://mine-cetinkaya-rundel.github.io/golive-uscots/golive.html#1).
 
 -   If you have suggestions for improving the lab materials or find errors in the lab instructions, please discuss them with your instructor.
+    Be sure you understand how corrections will be made for later lab sections when an early lab TA discovers a needed correction. 
 
 -   It may be a hardship for some students to have to use their cameras during an online lab session, but make sure to set expectations.
-    You can't see how they are doing if their cameras off the whole session.
+    You can't see how they are doing if their cameras are off the whole session.
     Try at least starting with cameras on for a check-in.
     Talk with the instructor about setting expectations.
     Use activities to keep students engaged even if their cameras are not able to be used.
@@ -143,6 +146,7 @@ title: Best practices
     Giving students the answer does not help them develop the problem-solving skills that will be necessary for them to do well in the course.
     Ask guiding, probing questions, but get the student to do the thinking.
     Offer similar problems as examples to work through, together.
+    Your students should expect to have their questions answered but should not expect you will give them the answers to the homework questions.
 
 -   Students differ in their mathematical preparation, and for our undergraduate courses, students will often be very rusty on algebra or calculus, depending on the course.
     Be sure to work from the level of the student.
@@ -172,6 +176,7 @@ title: Best practices
 -   Set grading policies for partial credit, late papers, etc. with the instructor.
     Make sure these policies are easily accessible by students (e.g., on Sakai, Canvas, or the course website).
     Make sure you understand the instructor's expectations.
+    Grade like a human, not a machine.
 
 -   Find out from the instructor whether they expect you to make the solution key or grading rubric, including both answers and a breakdown of how points will be distributed.
     Ask the instructor to review before it goes live.