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. |