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} || What it is |
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|| What it might look like in the classroom |
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|| Why it's |
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Planning
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Determining the objectives, activities, and assessments that will accomplish course goals.
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- Putting an agenda on the board.
- Sequencing tasks in increasing levels of cognitive difficulty.
- Making overt references to course goals.
- Transitioning smoothly between activities.
- Using a variety of activities.
- Managing time well.
- Putting discussion in context (referring back to prior course content, looking ahead).
Gives purpose and structure to the session so that:
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important ||
| h6. *Planning*
Determining the objectives, activities, and assessments that will accomplish course goals. | * Putting an agenda on the board. \\
* Sequencing tasks in increasing levels of cognitive difficulty. \\
* Making overt references to course goals. \\
* Transitioning smoothly between activities. \\
* Using a variety of activities. \\
* Managing time well. \\
* Putting discussion in context (referring back to prior course content, looking ahead). | Gives purpose and structure to the session so that: \\
* Students know where the class is going and what to expect. \\
* TA feels and appears more confident. \\
* Course goals are more likely to be accomplished. \\
* Challenges are anticipated and contingencies built-in. |
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