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What it is |
What it might look like in the classroom |
Why it’s important |
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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