eh, teachers are not always teaching what they’re passionate about ???

Good: Admitting when you don’t know something, but then looking into it after the supervision (e.g. discussing with other supervisors)

It’s important to consider students’ feedback and spend the time effectively on what will be most beneficial to them

How do you know do the students want?

Question: Do the other people on this call know who else is supervising the same subject as them? So they can discuss aspects of the course/teaching with each other?

• Individual learning
• learning is not linear
  • it is about constructing and reconstructing
• Many supervisors come from different countries, having been groomed in a different education system for the past few years. So they may also have some other insights to offer about the same subject, thus diversifying the student’s knowledge.
• allow students to learn directly from researchers active in the field, in a more interactive way, and so also to hear different perspectives on topics

• small group

• Individualized group

• feel safe and comfortable to ask questions

  • first year students

    • best of their high school
    • They are very of their schools
    • they used to find things useful
    • the first time, they may not get them instantly
    • for some of them, they may not get the desired feedback
    • it is a shock for them
    • it is a change for them
    • role of supervisor, this is a perfectly reasonable
    • self worth
    • academic ability
    • may not only be an academic issue
    • set up the environment for the students
    • where the students can do everything, and currently, they may need to be at one distribution
    • we can support individual students

  • second and thrid year issues

    • They may also do not want help
    • teach them how to learn
    • some are skills
    • some are the foundational thinking routines
    • help your students develop your skills
    • what does a good teaching learning look like?
    • Basis for your
    • Shape your what your teaching
    • your past experiences should be the basis for your past experiences
    • should be aware of how things will go on
    • how you learn about
    • how you see the vector calculus
    • Recognization
    • seeing things
    • discussion
    • going away and reflect
    • teach things to understand things
    • we all learn in different ways
    • the way we

    鄧寧-克魯格效應（英語：Dunning-Kruger effect），簡稱鄧克效應或達克效應（DK effect），是一種認知偏差，能力欠缺的人有一種虛幻的自我優越感，錯誤地認為自己比真實情況更加優秀。美國康乃爾大學的社會心理學家大衛·鄧寧和賈斯汀·克魯格將其歸咎于元認知上的缺陷，能力欠缺的人無法認識到自身的無能，不能準確評估自身的能力。他們的研究還表明，反之，非常能干的人會低估自己的能力，錯誤地假定他們自己能夠很容易完成的任務，別人也能夠很容易地完成。[1]但能力欠佳的人對自己能力的評估并不比能力較佳的人高。[2]鄧寧和克魯格于1999年在實驗中首次觀測到此認識偏差，他們通過對人們閱讀、駕駛、下棋或打網球等各種技能的研究發現：

  • 能力差的人通常會高估自己的技能水準；
  • 能力差的人不能正確認識到其他真正有此技能的人的水準；
  • 能力差的人無法認知且正視自身的不足，及其不足之極端程度；
  • 如果能力差的人能夠經過恰當訓練大幅度提高能力水準，他們最終會認知到且能承認他們之前的無能程度。

  鄧寧和克魯格認為這種效應是由于能力欠缺者的內在錯覺和能干者對外界的錯誤認知：“無能者的錯誤標度源自于對自我的錯誤認知，而極有才能者的錯誤標度源自于對他人的錯誤認知。”[1]

  歷史[編輯]

  雖然達克效應到1999年才被學術性的描述，但是其虛幻優越性的認知偏差已是眾所周知。歷史上很多知識分子都說過關于這一方面的話，比如：

  • 威廉莎士比亞 在《皆大歡喜》(英語：As you like it)（“傻瓜認為自己是明智的，而聰明的人認為自己是個傻瓜”）[3]
  • 查爾斯·達爾文（“無知比知識更容易招致自信”）[4]
  • 伯特蘭·羅素（“我們這個時代讓人困擾的事之一是: 那些對事確信無疑的人其實很蠢，而那些富有想象力和理解力的人卻總是懷疑和優柔寡斷”）也列為發現這個現象的人。
  • 俗語：滿瓶水不會響，半瓶水響叮當。（一桶水不會響，半桶水響叮當）

  研究[編輯]

  虛幻的優越感這種心理學現象在鄧寧和克魯格的研究《論無法正確認識能力不足如何導致過高自我評價》中被認為是一種認知偏誤。[1]此現象被發現是源于發生在1995年4月19日的一樁搶案，犯人McArthur Wheeler在臉上涂檸檬汁并搶了兩間銀行，因他相信這樣做可以使他在監視器下隱身。他的誤解來自于檸檬汁可作為隱形墨水的化學性質。[5]

  其他對于此現象的研究如《為何人們無法認知自身能力的不足》，[6]指出人們對自己某領域能力的錯誤評價，來自對于該領域評斷標準的無知。鄧寧和克魯格也指出，當人們接受任務訓練，如解益智拼圖時，會使他們更準確地認知到自己是否擅長該技能。[7]

  在論文《Self-insight: Roadblocks and Detours on the Path to Knowing Thyself》中，[8]鄧寧描述達克效應為“日常生活中的病覺缺失癥”，該術語原為一種神經疾病，指失能者拒絕承認他的功能缺失。他說道：“若你能力不足，你并不會認知到自身的不足。”

  在2011年鄧寧寫下了他對知識明顯貧乏者的觀察，他們缺乏認知到自已不足的能力，因此盡管他們不斷犯錯，依然認為自己相當能干。[9]2014年鄧寧與赫爾澤（Erik G. Helzer）描述達克效應為“能力差者不夠格認識到自己的不足”。[10]

  獲得獎項[編輯]

  鄧寧和克魯格因為他們的論文《論無法正確認識能力不足如何導致過高自我評價》，被授予2000年的搞笑諾貝爾獎心理學獎。[11]

• learn to work with students who do not like you
• find out the mental framework
• the small groups make you suitable for individual works
• May

巴黎圣母院（法語：Notre-Dame de Paris），正式名稱為巴黎圣母主教座堂（Cathédrale Notre-Dame de Paris），是位于法國巴黎西堤島的天主教教堂，也是天主教巴黎總教區的主教座堂，約建造于1163年到1250年間，屬于哥特式建筑，是法蘭西島地區的哥特式教堂群中具有代表意義的一座。

圣母院是巴黎最有代表性的歷史古跡、觀光名勝與宗教場所。而在圣母院門口外的圣母院廣場中，有個原點（Point Zéro）紀念物，是法國丈量全國各地里程時所使用的起測點，具有屬于法國文化中心點的象征意義。其法文原名中的“Notre Dame”原意為“我們的女士”，指的是耶穌的母親圣母瑪利亞，該敬稱也廣泛于西方國家的語言使用，維克多·雨果的小說《巴黎圣母院》即以此為名。

當地時間2019年4月15日，圣母院發生重大火災，造成屋頂尖塔與主體木結構屋頂燒毀，鉛制瓦片融化，石造拱頂燒破三個大洞，然而正面雙塔、建筑整體結構得以留存，包括耶穌荊棘冠在內的大部分文物被救出，圣母院寶物庫基本完好。事發當時巴黎圣母院正在進行修繕工程，電線短路可能是引發火災的原因。火災后法國總統埃馬紐埃爾·馬克龍宣布將啟動修復工程，多名法國富翁宣布捐款協助修復。[2][3]文物暫時移往盧浮宮修復及保存。

an we add another supervision just for one student who missed a session? or is that not allowed under the college rules for paid-supervisions

• Flexible

If such extra supervisions are given, are you paid for this as a 1-2-1 rather than the original group rate? (Sorry for the coldly pragmatic question)

• YES

can you provide the examples from the DoS about the past essays related to the samples

do you have any tips for dealing in the supervision with one student who has done very well and another who has done not very well without making the second student feel embarrassed?

• let’s talk about what can be done in the future

• What do you recommend if the supervisees request to be graded?

  • ok
  • This is only my grades
  • it may only

For Engi students who have cribs already, is this still worthy to ask them hand in their answers and mark them?

• try getting the truths

You haven’t had any work from one of your students. The deadline has passed and they haven’t been in touch. What will you do?

Send them an email notification one day and a week before, if some deadline occurs, please let me know

after emailing them

One of your students cancelled a supervision at the last minute and is now asking you to reschedule, to make up for what they missed. What will you do?

Sure, and pass

Just let me know

Near the start of term one of your students seems to want to dominate the discussions in the supervisions jumping into conversations over the other students to steer the discussion towards a specific topic. Why might they be doing this and what can you do?

Talk about him after class

ask a specific questions key one

During one of your supervisions a student has had a bad week – they answered lots of questions incorrectly and seemed distracted throughout. As you set them the assignment for the next week at the end of the supervision they start to cry. What should you do?

Keep calm

Focus on what you know about this topics

slightly move on the next one

open discussion

Any thing in particular I can help

You are planning to spend the supervision going through some work that your students have completed and you have marked. Your students have done well in their work and don’t appear to have any questions about the lectures from last week. What are you going to do in this session?

Past examination papers desmonstrations

open discussions

solve differently

find the best way to

You suspect there might be some interpersonal relationship issues between some of your group members. There have been some comments in the supervisions that have bordered on being rude and obvious displays of frustration. What do you think you should do?

Try to do

Your whole supervision group turn up in smart clothes and gowns. “We have a birthday party in hall at 7:30 so can we leave 10 minutes early?” they say. How are you going to respond to their request?

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