TAs MENTORING INQUIRY (TAMI)
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TAMI is a Professional Development curriculum designed to support laboratory instructors in the challenges of teaching science practices. It was developed and tested for teaching assistants (TAs) using the AIM-Bio laboratory curriculum, which focuses on Model-Based-Inquiry for undergraduate students. TAMI is best described using four design schema. Click on the schema diagrams below to learn more about TAMI.
TAMI Design principles
TAMI Design principles
Integrate pedagogical theory and teaching practice
Treat TAs as learners using a constructivist frame (Wee et al., 2007)
Practice noticing and responding to student ideas
Foster a community that reflects on teaching practice (Lotter & Miller, 2017, Sherin, 2004; Luft, 2001)
Set explicit instructional goals for classroom research mentoring (Cooper & Bolger, 2024).
Design Schema were developed from analysis of the TAMI curriculum. Schema capture the essence of each curricular element and are intended to help science educators to design curricula in their own diverse contexts.
Deepens TAs’ understanding of science practices by immersing them in tasks that mirror the epistemic and cognitive work students engage in
'Science Practice' Practice
Helps TAs understand how instructor-student interactions can be used to scaffold students’ engagement with science practices.
Cultivates a professional learning community among TAs
Supports the development of TAs' pedagogical content knowledge (PCK) by analyzing real classroom cases.
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