Several active-learning pedagogies involve groups of students working together to construct their own understanding of course content. In these classrooms, the instructor serves as a facilitator of learning, by interacting with every group, engaging students in discussions, answering questions, and providing formative feedback. This type of interaction can be challenging for instructors in large enrollment classes. The use of undergraduate teaching assistants (TAs) during active-learning “lecture” periods is an effective way to provide an active-learning experience to a large group of students. Most undergraduate students have little to no experience with facilitating active-learning environments. Therefore, it is important to provide a thorough TA training experience in order for TAs to be effective in an active-learning classroom. Using an iterative design process, several successful strategies were developed to help prepare undergraduate TAs to assist in facilitating a large organic chemistry active-learning class. These methods ensured that TAs were knowledgeable about the content, could address questions effectively, and could provide formative feedback to students. TAs reported that these training methods were instrumental in improving their classroom facilitation and understanding of chemistry content.

中文翻译：

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培训本科助教人员便利大型主动学习教室的策略

几种主动学习的教学法需要一群学生共同努力，以建立自己对课程内容的理解。在这些教室中，讲师通过与每个小组互动，让学生参与讨论，回答问题并提供形成性的反馈意见，充当学习的促进者。对于大型招生班的讲师来说，这种类型的互动可能是具有挑战性的。在主动学习“讲座”期间使用本科助教（TA）是向大量学生提供主动学习经验的有效方法。大多数本科生几乎没有或根本没有促进主动学习环境的经验。因此，重要的是要提供全面的TA培训经验，以使TA在主动学习课堂中有效。使用迭代设计过程，开发了几种成功的策略来帮助准备本科助教，以帮助促进大型有机化学主动学习课程。这些方法可确保TA对内容有所了解，可以有效地解决问题，并可以向学生提供形成性的反馈。助教报告说，这些培训方法有助于提高课堂教学的便利性和对化学成分的理解。