TASK

CONSIDERATIONS FOR EVALUATORS

USEFUL STRATEGIES

Interview
(5-10 minutes)

The interviewer will ask you questions about your background and educational interests. This part of the exam will help you get used to the setting and help you and the evaluators get used to each other’s accents.

How clearly and fluently you speak

Whether you participate actively in the dialogue

How well you comprehend the interviewers’ speech

How well you clarify misunderstandings

Don’t just answer “yes” or “no” to the questions.

Use your answers to the questions to give more information about yourself or the topic.

If you don’t understand a question, ask for clarification.

Avoid memorized responses.

Lesson Presentation
(7-10 minutes)

Before the exam, prepare a 7-10 minute mini-lesson in your field. It should be suitable for undergraduates in an introductory class. You may find a suitable topic in a course textbook or lab manual. You may use the blackboard. Expect impromptu questions typical of those you might receive from undergraduates.

How clearly and fluently you speak

How you introduce and organize the presentation

How effectively you explain the concept and what strategies you use to promote understanding

Whether the topic is communicated at a level appropriate for undergraduates without much prior knowledge of the concept

Whether the terminology is appropriate

Whether key terms are defined comprehensibly

Whether questions are understood and responded to adequately

How board work promotes understanding

Greet the audience, introduce the topic and tell what you will cover in your explanation.

Be sure to explain new or key terms clearly.

Consider using the blackboard or examples to help promote understanding of the topic.

Check that “students” follow your explanation.

Office-Hour Role Play
(5 min)

One of the evaluators will play the role of a student at an office hour appointment. He will ask a question or express a concern about the subject, a class management issue (tests, absences, homework, grades) or problems (illness, problems with group work). You will respond to the question or concern as you might in a real office hour appointment.

Your interactional communication skills

Whether you grasp the real intent of questions

Whether you respond appropriately

How well you clarify misunderstandings

If you are not clear about the intent of a question or don’t understand the language, ask for clarification.

Talk to an experienced AI about what kind of concerns or questions students bring to the office hour.

Video Questions Handling
(4 minutes)

You will respond to 10 typical student questions presented on videotape (e.g. “When are your office hours?”).

How clearly and fluently you speak

How fully the questions are understood

Whether the replies seem logical

The University of Minnesota, Center for Teaching and Learning has designed materials to practice understanding student questions:
http://www1.umn.edu/ohr/teachlearn/international listening.html