{"id":74,"date":"2024-08-12T16:46:10","date_gmt":"2024-08-12T20:46:10","guid":{"rendered":"https:\/\/opentextbooks.concordia.ca\/ta-guide\/?post_type=chapter&p=74"},"modified":"2024-08-23T16:17:06","modified_gmt":"2024-08-23T20:17:06","slug":"preparing-before-class","status":"publish","type":"chapter","link":"https:\/\/opentextbooks.concordia.ca\/ta-guide\/chapter\/preparing-before-class\/","title":{"raw":"Preparing before class","rendered":"Preparing before class"},"content":{"raw":"\r\n\r\nFollowing are three checklists to help you prepare for teaching a class:\r\n

Materials<\/h2>\r\n\r\n\r\n

Ensure you have access to all the teaching materials you need to be successful<\/h3>\r\nExamples of this could include a copy of the textbook(s) for the course, access to the Moodle page, the course pack or course reserves on [pb_glossary id=\"152\"]Moodle[\/pb_glossary], weekly slides or materials, etc.\r\n\r\nIf applicable, familiarize yourself with any course materials necessary to run any tutorials or labs that you are responsible for.\u202f You may wish to ask the instructor for a dedicated section on Moodle if you share documents in your class (ex. Slides, handouts, Moodle activities, solutions).\r\n

Get to know the learning space<\/h3>\r\nVisit the room before the first day of class if possible and test the technology that you need (e.g., computer and projector).\r\nIf you need help setting up any technology in the room, reach out to IITS.<\/a>\r\n

Think through any physical materials you may need<\/h3>\r\nFor example: dry-erase markers, adaptors for your laptop to connect to A\/V, a timekeeper. For labs, ensure you are trained on the safety procedures and policies in your department.\r\n\r\n\r\n

Get to know your students<\/h2>\r\n

Review names<\/h3>\r\nIf your class list is fairly consistent, it is good practice to learn your students\u2019 names to foster a classroom community. You can pass out name cards and markers in the first class for everyone to write their names and pronouns. Name cards help everyone remember each other\u2019s names. You may also be able to download your class list through the SIS system on my Faculty Centre with photos.\r\n
\r\n

Learn more<\/p>\r\n\r\n<\/header>\r\n

\r\n\r\nIf you would like to learn more about the SIS system, register for online training<\/a>.\r\n\r\n<\/div>\r\n<\/div>\r\n

Plan your lesson<\/h2>\r\n\r\n

Review the course outline<\/h3>\r\nMake sure you understand the weekly schedule and bring any questions to the instructor. You want to have a good idea of what was covered in class by the instructor if your tutorial or lab follows their lecture.\r\n\r\nThis could include keeping up with the slides, materials posted on Moodle, attending the lecture if it\u2019s within your ability and time to do so). In some cases, your tutorial or lab will precede the lecture, in which you should check in with your instructor on how this should be handled.\r\n

Highlight the learning outcomes<\/h3>\r\nThe learning outcomes describe what learning goals students are intended to achieve after successfully completing the course. They are usually formulated as 'condition + verb + learning statement', as per this example, \u201cBy the end of this lesson\/module, students should be able to describe the methods scientists use to explore and evaluate natural phenomena.\u201d\r\n\r\nThe outcomes should be measurable and observable. Plan for how you will be able to evaluate student progress and learning throughout the class. Usually, this is accomplished with a pre-assessment (i.e., what do the students already know?) and post-assessment (i.e., how do I know if students get it?).\r\n
\r\n

Learn more<\/p>\r\n\r\n<\/header>\r\n

\r\n\r\nTo learn more about learning outcomes and how to write them, explore our Teaching Academy micro-module.<\/a>\r\n\r\n<\/div>\r\n<\/div>\r\n\r\n

Use instructional techniques & activities<\/h3>\r\nThere are many other ways to teach besides traditional lecturing. Research has shown that [pb_glossary id=\"143\"]active[\/pb_glossary] and collaborative learning promote higher engagement and deeper learning in students (Deslauriers et al., 2019; Freeman et al., 2014). Try to vary the engagement methods and configurations throughout your lesson. In the following chapter, we provide various sample lesson plans and instructional techniques to give you a sense of the flow and timing of a lesson.","rendered":"

Following are three checklists to help you prepare for teaching a class:<\/p>\n

Materials<\/h2>\n

Ensure you have access to all the teaching materials you need to be successful<\/h3>\n

Examples of this could include a copy of the textbook(s) for the course, access to the Moodle page, the course pack or course reserves on Moodle<\/a>, weekly slides or materials, etc.<\/p>\n

If applicable, familiarize yourself with any course materials necessary to run any tutorials or labs that you are responsible for.\u202f You may wish to ask the instructor for a dedicated section on Moodle if you share documents in your class (ex. Slides, handouts, Moodle activities, solutions).<\/p>\n

Get to know the learning space<\/h3>\n

Visit the room before the first day of class if possible and test the technology that you need (e.g., computer and projector).
\nIf you need help setting up any technology in the room, reach out to IITS.<\/a><\/p>\n

Think through any physical materials you may need<\/h3>\n

For example: dry-erase markers, adaptors for your laptop to connect to A\/V, a timekeeper. For labs, ensure you are trained on the safety procedures and policies in your department.<\/p>\n

Get to know your students<\/h2>\n

Review names<\/h3>\n

If your class list is fairly consistent, it is good practice to learn your students\u2019 names to foster a classroom community. You can pass out name cards and markers in the first class for everyone to write their names and pronouns. Name cards help everyone remember each other\u2019s names. You may also be able to download your class list through the SIS system on my Faculty Centre with photos.<\/p>\n

\n
\n

Learn more<\/p>\n<\/header>\n

\n

If you would like to learn more about the SIS system, register for online training<\/a>.<\/p>\n<\/div>\n<\/div>\n

Plan your lesson<\/h2>\n

Review the course outline<\/h3>\n

Make sure you understand the weekly schedule and bring any questions to the instructor. You want to have a good idea of what was covered in class by the instructor if your tutorial or lab follows their lecture.<\/p>\n

This could include keeping up with the slides, materials posted on Moodle, attending the lecture if it\u2019s within your ability and time to do so). In some cases, your tutorial or lab will precede the lecture, in which you should check in with your instructor on how this should be handled.<\/p>\n

Highlight the learning outcomes<\/h3>\n

The learning outcomes describe what learning goals students are intended to achieve after successfully completing the course. They are usually formulated as ‘condition + verb + learning statement’, as per this example, \u201cBy the end of this lesson\/module, students should be able to describe the methods scientists use to explore and evaluate natural phenomena.\u201d<\/p>\n

The outcomes should be measurable and observable. Plan for how you will be able to evaluate student progress and learning throughout the class. Usually, this is accomplished with a pre-assessment (i.e., what do the students already know?) and post-assessment (i.e., how do I know if students get it?).<\/p>\n

\n
\n

Learn more<\/p>\n<\/header>\n

\n

To learn more about learning outcomes and how to write them, explore our Teaching Academy micro-module.<\/a><\/p>\n<\/div>\n<\/div>\n

Use instructional techniques & activities<\/h3>\n

There are many other ways to teach besides traditional lecturing. Research has shown that active<\/a> and collaborative learning promote higher engagement and deeper learning in students (Deslauriers et al., 2019; Freeman et al., 2014). Try to vary the engagement methods and configurations throughout your lesson. In the following chapter, we provide various sample lesson plans and instructional techniques to give you a sense of the flow and timing of a lesson.<\/p>\n

definition<\/span>