{"id":76,"date":"2024-08-12T16:46:26","date_gmt":"2024-08-12T20:46:26","guid":{"rendered":"https:\/\/opentextbooks.concordia.ca\/ta-guide\/?post_type=chapter&#038;p=76"},"modified":"2024-08-26T09:52:11","modified_gmt":"2024-08-26T13:52:11","slug":"planning-the-lesson","status":"publish","type":"chapter","link":"https:\/\/opentextbooks.concordia.ca\/ta-guide\/chapter\/planning-the-lesson\/","title":{"raw":"Planning the lesson","rendered":"Planning the lesson"},"content":{"raw":"Teaching an engaging and impactful class takes preparation and practice. While the specifics may vary based on your unique teaching style and type of class, every class has common stages requiring careful planning.\r\n\r\nIn this chapter, we\u2019ll cover the various types of classes you may lead as a TA, their purpose, and provide instructional techniques[footnote]For more instructional strategies, <a href=\"https:\/\/kpcrossacademy.ua.edu\/\">The K. Patricia Cross Teaching Academy<\/a> has an extensive library of resources with video explanations and a downloadable guide that work across disciplines. You can filter by activity type to find one that suits your class the best. These activities can be adapted to better suit your discipline, context and students. [\/footnote] and a sample lesson plan for you to reuse and adapt.\r\n<div class=\"textbox\"><strong>On this page...\r\n<\/strong>\r\n<ul>\r\n \t<li><a href=\"#General teaching tips\">General teaching tips<\/a><\/li>\r\n \t<li><a href=\"#Tutorials\">Tutorials<\/a>\r\n<ul>\r\n \t<li><a href=\"#Discussion-based\">Discussion-based tutorials<\/a><\/li>\r\n \t<li><a href=\"#Problem-solving\">Problem-solving tutorials<\/a><\/li>\r\n \t<li><a href=\"#Review Q&amp;A\">Review and Q&amp;A tutorials<\/a><\/li>\r\n \t<li><a href=\"#Practice\">Practice\/studio-based tutorials<\/a><\/li>\r\n<\/ul>\r\n<\/li>\r\n \t<li><a href=\"#Labs\">Laboratories<\/a><\/li>\r\n<\/ul>\r\n<\/div>\r\n<h2><a id=\"General teaching tips\"><\/a>General teaching tips<\/h2>\r\n<ul>\r\n \t<li>Establish tips for <strong>success<\/strong> \u2013 this includes clarifying how students will be graded and assessed, and what participation means in your section: keep in mind varying levels of comfort with public speaking as you build the classroom culture.<\/li>\r\n \t<li><strong>Greet<\/strong> your students as they arrive<\/li>\r\n \t<li>Share an <strong>agenda<\/strong> of the class\u2019s activities on the board<\/li>\r\n \t<li>Maintain <strong>eye contact <\/strong>when speaking, make sure to scan the room with your eyes.<\/li>\r\n \t<li>Speak clearly and project your <strong>voice<\/strong>[footnote]Public speaking is a skill that needs to be developed and practiced, so don\u2019t worry if it doesn\u2019t come naturally at first! For more guidance you can consult these tips from Student Success Centre for <a href=\"https:\/\/www.concordia.ca\/students\/success\/learning-support\/resources\/oral-presentations\/delivering-a-presentation.html\">Delivering an oral presentation<\/a> or some courses offered by GradProSkills on Public speaking.[\/footnote] \u2013 some rooms come with a microphone if needed.<\/li>\r\n \t<li><strong>Move<\/strong> around the room, especially when students are working on their own or in groups. Don\u2019t forget about those sitting in the back!<\/li>\r\n \t<li>Check for <strong>understanding<\/strong>, Ask students if they have any questions or challenges \u2013 they may not speak up at first. You can also try answering questions strategically so as to not provide the answer right away.<\/li>\r\n<\/ul>\r\n<h2><a id=\"Tutorials\"><\/a>Tutorials<\/h2>\r\nTutorials are generally meant as a space for students to diver deeper into content presented earlier by the instructor and practice concepts. This is a great opportunity for formative feedback from peers and the TA to better understand the material and correct any faulty thinking.\u00a0 Although tutorials will run differently depending on your discipline, the most common tutorial types are: discussion-based, problem-solving, review and Q&amp;A, and practice or studio tutorials.\r\n<h3><a id=\"Discussion-based\"><\/a>Discussion-based tutorials<\/h3>\r\nThese tutorials focus on a deeper exploration of course content through discussions and debates.\r\n<h4>A sample lesson plan for discussion-based tutorials<\/h4>\r\nThis lesson plan works for a class size of about 30-50 students, for class time of about 90 minutes.\r\n<table class=\"lines\" style=\"width: 1314px\" data-tablestyle=\"MsoTableGrid\" data-tablelook=\"1696\">\r\n<tbody>\r\n<tr>\r\n<td style=\"width: 112px\" data-celllook=\"0\"><strong>Activity\u00a0<\/strong><\/td>\r\n<td style=\"width: 122px\" data-celllook=\"0\"><strong>Duration\u00a0<\/strong><\/td>\r\n<td style=\"width: 899px\" data-celllook=\"0\"><strong>Description\u00a0<\/strong><\/td>\r\n<td style=\"width: 181px\" data-celllook=\"0\"><strong>Configuration\u00a0<\/strong><\/td>\r\n<\/tr>\r\n<tr>\r\n<td style=\"width: 112px\" data-celllook=\"0\">Welcome &amp; admin<\/td>\r\n<td style=\"width: 122px\" data-celllook=\"0\">5 mins<\/td>\r\n<td style=\"width: 899px\" data-celllook=\"0\">Welcome students, share announcements, review class agenda including learning outcomes, and introduce or refresh the topic<\/td>\r\n<td style=\"width: 181px\" data-celllook=\"0\">Whole class<\/td>\r\n<\/tr>\r\n<tr>\r\n<td style=\"width: 112px\" data-celllook=\"0\">Pre-assessment<\/td>\r\n<td style=\"width: 122px\" data-celllook=\"0\">5 minutes<\/td>\r\n<td style=\"width: 899px\" data-celllook=\"0\">Use the 3-2-1 technique to check students\u2019 understanding of the instructor\u2019s lecture. In pairs, students name three things learned from the instructor\u2019s lecture, two things you found interesting, and one question you still have.\r\n\r\nPost each pair\u2019s answers in a shared document.<\/td>\r\n<td style=\"width: 181px\" data-celllook=\"0\">Pairs, can be formed by proximity<\/td>\r\n<\/tr>\r\n<tr>\r\n<td style=\"width: 112px\" data-celllook=\"0\">Review<\/td>\r\n<td style=\"width: 122px\" data-celllook=\"0\">15 minutes<\/td>\r\n<td style=\"width: 899px\" data-celllook=\"0\">Review the 3-2-1 activity responses together. Answer questions or provide clarifications as needed.<\/td>\r\n<td style=\"width: 181px\" data-celllook=\"0\">Whole class<\/td>\r\n<\/tr>\r\n<tr>\r\n<td style=\"width: 112px\" data-celllook=\"0\">Activity Part 1<\/td>\r\n<td style=\"width: 122px\" data-celllook=\"0\">30 minutes<\/td>\r\n<td style=\"width: 899px\" data-celllook=\"0\">Using the <a href=\"https:\/\/kpcrossacademy.ua.edu\/techniques\/jigsaw\/\" target=\"_blank\" rel=\"noopener\">Jigsaw method<\/a>, TA proposes five topics for groups to form as \u2018experts\u2019. These topics can come from the frequent questions in the 3-2-1 activity. Students take 20 minutes to review their topic and prepare for teaching it for five minutes<\/td>\r\n<td style=\"width: 181px\" data-celllook=\"0\">Groups of seven students<\/td>\r\n<\/tr>\r\n<tr>\r\n<td style=\"width: 112px\" data-celllook=\"0\">Activity Part 2<\/td>\r\n<td style=\"width: 122px\" data-celllook=\"0\">25 minutes<\/td>\r\n<td style=\"width: 899px\" data-celllook=\"0\">Continuation of Jigsaw method. Groups reconfigure to have one representative from each \u2018expert\u2019 group. Students take turns teaching each other, presenting for about five minutes with time for a few questions.<\/td>\r\n<td style=\"width: 181px\" data-celllook=\"0\">Groups of five students<\/td>\r\n<\/tr>\r\n<tr>\r\n<td style=\"width: 112px\" data-celllook=\"0\">Post-assessment<\/td>\r\n<td style=\"width: 122px\" data-celllook=\"0\">Remaining time<\/td>\r\n<td style=\"width: 899px\" data-celllook=\"0\">\u2018One-minute paper\u2019 \u2013 reflection question. Use Microsoft Forms. This can be used to inform the following lecture or tutorial. Introduce, give students time to set up, then set a timer for one minute for responses<\/td>\r\n<td style=\"width: 181px\" data-celllook=\"0\">Individual<\/td>\r\n<\/tr>\r\n<\/tbody>\r\n<\/table>\r\n<a href=\"http:\/\/opentextbooks.concordia.ca\/ta-guide\/wp-content\/uploads\/sites\/67\/2024\/08\/TA-Guidebook-Lesson-Plans-Discussion-1.docx\">Download the sample discussion-based lesson plan as a Word document.<\/a>\r\n<h4>Preparation needed<\/h4>\r\nShared document for 3-2-1 activity responses, Microsoft Form for One-minute paper\r\n<h4>Other instructional activities<\/h4>\r\nYou can replace the <em>Jigsaw<\/em> activity in the lesson plan above with other instructional activities such as:\r\n<ul>\r\n \t<li><a href=\"https:\/\/kpcrossacademy.org\/techniques\/support-a-statement\/\" target=\"_blank\" rel=\"noopener\">Support a statement<\/a><\/li>\r\n \t<li><a href=\"https:\/\/kpcrossacademy.org\/techniques\/analytic-teams\/\" target=\"_blank\" rel=\"noopener\">Analytic teams<\/a><\/li>\r\n \t<li><a href=\"https:\/\/kb.wisc.edu\/instructional-resources\/page.php?id=104145#:~:text=Description,at%20the%20previous%20group's%20answer.\" target=\"_blank\" rel=\"noopener\">Send a problem<\/a> (use this for scenarios and arguments)<\/li>\r\n<\/ul>\r\n<h3><a id=\"Problem-solving\"><\/a>Problem-solving tutorials<\/h3>\r\nThese tutorials are common in math, science, business, and engineering and focus on problem-solving processes and quantitative\/qualitative reasoning.\r\n\r\n<em>A sample lesson plan for problem-solving tutorials<\/em>\r\n\r\nThis particular lesson is recommended for case studies and scenarios where multiple approaches to the problem are feasible.\r\n<table class=\"lines\" style=\"width: 1314px\" data-tablestyle=\"MsoTableGrid\" data-tablelook=\"1696\">\r\n<tbody>\r\n<tr>\r\n<td style=\"width: 147px\" data-celllook=\"0\"><strong>Activity\u00a0<\/strong><\/td>\r\n<td style=\"width: 150px\" data-celllook=\"0\"><strong>Duration\u00a0<\/strong><\/td>\r\n<td style=\"width: 904px\" data-celllook=\"0\"><strong>Description\u00a0<\/strong><\/td>\r\n<td style=\"width: 113px\" data-celllook=\"0\"><strong>Configuration\u00a0<\/strong><\/td>\r\n<\/tr>\r\n<tr>\r\n<td style=\"width: 147px\" data-celllook=\"0\">Welcome and admin<\/td>\r\n<td style=\"width: 150px\" data-celllook=\"0\">5 minutes<\/td>\r\n<td style=\"width: 904px\" data-celllook=\"0\">Welcome students, share announcements, review class agenda including learning outcomes, introduce or refresh the topic.<\/td>\r\n<td style=\"width: 113px\" data-celllook=\"0\">Whole class<\/td>\r\n<\/tr>\r\n<tr>\r\n<td style=\"width: 147px\" data-celllook=\"0\">Activity 1 \u2013 <a href=\"https:\/\/kb.wisc.edu\/instructional-resources\/page.php?id=118477\" target=\"_blank\" rel=\"noopener\">Structured Problem Solving<\/a><\/td>\r\n<td style=\"width: 150px\" data-celllook=\"0\">20 minutes<\/td>\r\n<td style=\"width: 904px\" data-celllook=\"0\">Present a problem that requires students to follow a sophisticated problem-solving process because it is complex. Outline the steps for the students to follow. <a href=\"https:\/\/uwaterloo.ca\/centre-for-teaching-excellence\/catalogs\/tip-sheets\/teaching-problem-solving-skills#:~:text=Woods%E2%80%99%20problem%2Dsolving%20model\" target=\"_blank\" rel=\"noopener\">Wood\u2019s problem-solving model<\/a> is a good framework. In a shared document, groups post their solutions to each outlined step.<\/td>\r\n<td style=\"width: 113px\" data-celllook=\"0\">Groups of 4-6<\/td>\r\n<\/tr>\r\n<tr>\r\n<td style=\"width: 147px\" data-celllook=\"0\">Review<\/td>\r\n<td style=\"width: 150px\" data-celllook=\"0\">15 minutes<\/td>\r\n<td style=\"width: 904px\" data-celllook=\"0\">Review the Structured Problem-Solving responses together. Answer questions or make clarifications if needed.<\/td>\r\n<td style=\"width: 113px\" data-celllook=\"0\">Whole class<\/td>\r\n<\/tr>\r\n<tr>\r\n<td style=\"width: 147px\" data-celllook=\"0\">Activity 2 \u2013 <a href=\"https:\/\/kb.wisc.edu\/instructional-resources\/page.php?id=104145#:~:text=Description,at%20the%20previous%20group's%20answer.\" target=\"_blank\" rel=\"noopener\">Send a Problem<\/a><\/td>\r\n<td style=\"width: 150px\" data-celllook=\"0\">30 minutes<\/td>\r\n<td style=\"width: 904px\" data-celllook=\"0\">Each group receives a different problem, discusses it, generates possible solutions referring to the problem-solving process introduced in Activity 1, and records their best solution. Pass onto next group to attempt a solution. Each group gets 10 minutes to solve. For the remaining 5 minutes, the group receives their original problem with all solutions. They analyze, evaluate and record the information.<\/td>\r\n<td style=\"width: 113px\" data-celllook=\"0\">Groups of 4-6<\/td>\r\n<\/tr>\r\n<tr>\r\n<td style=\"width: 147px\" data-celllook=\"0\">Post-assessment<\/td>\r\n<td style=\"width: 150px\" data-celllook=\"0\">Remaining time<\/td>\r\n<td style=\"width: 904px\" data-celllook=\"0\">Groups take turns reporting back to the whole class.<\/td>\r\n<td style=\"width: 113px\" data-celllook=\"0\">Whole class<\/td>\r\n<\/tr>\r\n<\/tbody>\r\n<\/table>\r\n<a href=\"http:\/\/opentextbooks.concordia.ca\/ta-guide\/wp-content\/uploads\/sites\/67\/2024\/08\/TA-Guidebook-Lesson-Plans-Problem-Solving.docx\">Download the sample problem-solving lesson plan as a Word document.<\/a>\r\n<h4>Preparation needed<\/h4>\r\n10 problems with solutions, and explanations, diagrams, etc. to help support them. Shared document (print or digital) to record student solutions.\r\n<h4>Other instructional activities<\/h4>\r\nYou can replace the<em> Structured problem-solving<\/em> or <em>Send a problem<\/em> activities with other instructional activities such as:\r\n<ul>\r\n \t<li data-leveltext=\"\uf0b7\" data-font=\"Symbol\" data-listid=\"37\" data-list-defn-props=\"{&quot;335552541&quot;:1,&quot;335559685&quot;:720,&quot;335559991&quot;:360,&quot;469769226&quot;:&quot;Symbol&quot;,&quot;469769242&quot;:[8226],&quot;469777803&quot;:&quot;left&quot;,&quot;469777804&quot;:&quot;\uf0b7&quot;,&quot;469777815&quot;:&quot;hybridMultilevel&quot;}\" data-aria-posinset=\"1\" data-aria-level=\"1\"><a href=\"https:\/\/kpcrossacademy.org\/techniques\/case-studies\/\" target=\"_blank\" rel=\"noopener\">Case studies<\/a><\/li>\r\n \t<li data-leveltext=\"\uf0b7\" data-font=\"Symbol\" data-listid=\"37\" data-list-defn-props=\"{&quot;335552541&quot;:1,&quot;335559685&quot;:720,&quot;335559991&quot;:360,&quot;469769226&quot;:&quot;Symbol&quot;,&quot;469769242&quot;:[8226],&quot;469777803&quot;:&quot;left&quot;,&quot;469777804&quot;:&quot;\uf0b7&quot;,&quot;469777815&quot;:&quot;hybridMultilevel&quot;}\" data-aria-posinset=\"1\" data-aria-level=\"1\"><a href=\"https:\/\/kpcrossacademy.ua.edu\/techniques\/fishbowl\/\">Fishbowl<\/a><\/li>\r\n<\/ul>\r\n<h4>A sample lesson plan for problem-solving in math<\/h4>\r\nThis lesson plan is suitable for a problem-solving tutorial with mathematical equations for about 10-50 students for class time of 90 minutes. Please note that the time needed to solve different kinds of problems may vary and certain types of problems might require more practice and others. The lesson plan below gives approximate times, but you should adjust the times according to the problem type and the level of support needed by students. This lesson follows the <em>I do, we do, you do<\/em> model of teaching.\r\n<table class=\"lines\" style=\"width: 875px;height: 706px\" data-tablestyle=\"MsoTableGrid\" data-tablelook=\"1696\">\r\n<tbody>\r\n<tr style=\"height: 30px\">\r\n<td style=\"width: 145.555px;height: 30px\" data-celllook=\"0\"><strong>Activity<\/strong><\/td>\r\n<td style=\"width: 143.969px;height: 30px\" data-celllook=\"0\"><strong>Duration<\/strong><\/td>\r\n<td style=\"width: 403.805px;height: 30px\" data-celllook=\"0\"><strong>Description<\/strong><\/td>\r\n<td style=\"width: 127.859px;height: 30px\" data-celllook=\"0\"><strong>Configuration<\/strong><\/td>\r\n<\/tr>\r\n<tr style=\"height: 77px\">\r\n<td style=\"width: 145.555px;height: 77px\" data-celllook=\"0\">Welcome and admin<\/td>\r\n<td style=\"width: 143.969px;height: 77px\" data-celllook=\"0\">5 mins<\/td>\r\n<td style=\"width: 403.805px;height: 77px\" data-celllook=\"0\">Welcome students, share announcements, review class agenda including learning outcomes, review the problem type and its importance or relevance in the field (i.e., why and when they will need to use it, including subsequent courses and future jobs).<\/td>\r\n<td style=\"width: 127.859px;height: 77px\" data-celllook=\"0\">Whole class<\/td>\r\n<\/tr>\r\n<tr style=\"height: 35px\">\r\n<td style=\"width: 145.555px;height: 35px\" data-celllook=\"0\">TA demonstrates how to solve problem<\/td>\r\n<td style=\"width: 143.969px;height: 35px\" data-celllook=\"0\">10 mins<\/td>\r\n<td style=\"width: 403.805px;height: 35px\" data-celllook=\"0\">Work through a problem on the board or screen. As you do this, talk through each step and decision you make to solve the problem.<\/td>\r\n<td style=\"width: 127.859px;height: 35px\" data-celllook=\"0\">Whole class, instructor-focused<\/td>\r\n<\/tr>\r\n<tr style=\"height: 214px\">\r\n<td style=\"width: 145.555px;height: 214px\" data-celllook=\"0\">TA and students work together to solve a similar problem<\/td>\r\n<td style=\"width: 143.969px;height: 214px\" data-celllook=\"0\">15 -30 minutes<\/td>\r\n<td style=\"width: 403.805px;height: 214px\" data-celllook=\"0\">Work through another similar problem, but this time, at each decision point of the problem, ask the students to identify the next step and share their rationale.\r\n\r\nIf students do not know, you could give them a choice, for example \u201cDo we subtract or add X?\u201d\u00a0 or ask a yes\/no question: Do we subtract X?\r\n\r\n&nbsp;\r\n\r\nTip:\r\n\r\nIf you notice students need a little more help and guidance, do another problem as a class before moving on to the next step.<\/td>\r\n<td style=\"width: 127.859px;height: 214px\" data-celllook=\"0\">Whole class (participatory)<\/td>\r\n<\/tr>\r\n<tr style=\"height: 152px\">\r\n<td style=\"width: 145.555px;height: 152px\" data-celllook=\"0\">Students work together in pairs to solve a similar problem<\/td>\r\n<td style=\"width: 143.969px;height: 152px\" data-celllook=\"0\">15- 30 minutes<\/td>\r\n<td style=\"width: 403.805px;height: 152px\" data-celllook=\"0\">Provide students with one or two similar problems and allow them to work in pairs or groups of three to solve the problems.\r\n\r\nBefore giving them any more problems, review the problems as a class.\r\n\r\n&nbsp;\r\n\r\nCirculate and check in on students as they are working on the problems and provide guidance as necessary.<\/td>\r\n<td style=\"width: 127.859px;height: 152px\" data-celllook=\"0\">Groups of 2-3 students<\/td>\r\n<\/tr>\r\n<tr style=\"height: 198px\">\r\n<td style=\"width: 145.555px;height: 198px\" data-celllook=\"0\">Students work on problems alone<\/td>\r\n<td style=\"width: 143.969px;height: 198px\" data-celllook=\"0\">Remaining time<\/td>\r\n<td style=\"width: 403.805px;height: 198px\" data-celllook=\"0\">Provide students with similar problems that they can work on in class and for homework.\r\n\r\n&nbsp;\r\n\r\nWalk through the solutions as a group for the first solution after you have provided enough time.\r\n\r\n&nbsp;\r\n\r\nCirculate and check in on students as they are working on these and provide individual guidance as necessary.<\/td>\r\n<td style=\"width: 127.859px;height: 198px\" data-celllook=\"0\">Individual students<\/td>\r\n<\/tr>\r\n<\/tbody>\r\n<\/table>\r\n<a href=\"http:\/\/opentextbooks.concordia.ca\/ta-guide\/wp-content\/uploads\/sites\/67\/2024\/08\/TA-Guidebook-Lesson-Plans-Problem-Solving-Math.docx\">Download the sample problem-solving math equations lesson plan as a Word document.<\/a>\r\n<h4>Preparation needed<\/h4>\r\n5-10 similar problems with solutions.\r\n<h3><a id=\"Review Q&amp;A\"><\/a>Review and Q&amp;A tutorials<\/h3>\r\nIn these tutorials, students ask questions about the course content and assignments,\u202freview key course content in preparation for tests or exams, and consolidate their learning in the guiding presence of their instructor or TA.\r\n<h4>A sample lesson plan for review or Q&amp;A tutorials<\/h4>\r\nThis lesson plan is for a class of about 30-50 students, class time of 90 minutes.\r\n<table class=\"lines\" style=\"width: 873px\" data-tablestyle=\"MsoTableGrid\" data-tablelook=\"1696\">\r\n<tbody>\r\n<tr>\r\n<td style=\"width: 110px\" data-celllook=\"0\"><strong>Activity<\/strong><\/td>\r\n<td style=\"width: 112px\" data-celllook=\"0\"><strong>Duration<\/strong><\/td>\r\n<td style=\"width: 542px\" data-celllook=\"0\"><strong>Description<\/strong><\/td>\r\n<td style=\"width: 109px\" data-celllook=\"0\"><strong>Configuration<\/strong><\/td>\r\n<\/tr>\r\n<tr>\r\n<td style=\"width: 110px\" data-celllook=\"0\">Welcome and admin<\/td>\r\n<td style=\"width: 112px\" data-celllook=\"0\">5 minutes<\/td>\r\n<td style=\"width: 542px\" data-celllook=\"0\">Welcome students, share announcements, review the class agenda including learning outcomes, introduce or refresh the topic<\/td>\r\n<td style=\"width: 109px\" data-celllook=\"0\">Whole class<\/td>\r\n<\/tr>\r\n<tr>\r\n<td style=\"width: 110px\" data-celllook=\"0\">Activity 1 - <a href=\"https:\/\/kpcrossacademy.org\/techniques\/note-taking-pairs\/\" target=\"_blank\" rel=\"noopener\">Note-taking Pairs<\/a><\/td>\r\n<td style=\"width: 112px\" data-celllook=\"0\">20 minutes<\/td>\r\n<td style=\"width: 542px\" data-celllook=\"0\">Students bring their individual notes for each module to review in Note-taking pairs. Student 1 summarizes one section while Student 2 listens, corrects, and adds information if needed. Students alternate roles until complete. Students note areas needing clarification.<\/td>\r\n<td style=\"width: 109px\" data-celllook=\"0\">Groups of 2-3<\/td>\r\n<\/tr>\r\n<tr>\r\n<td style=\"width: 110px\" data-celllook=\"0\">Review<\/td>\r\n<td style=\"width: 112px\" data-celllook=\"0\">20 minutes<\/td>\r\n<td style=\"width: 542px\" data-celllook=\"0\">TA answers questions or makes clarifications from Note-taking Pairs activity.<\/td>\r\n<td style=\"width: 109px\" data-celllook=\"0\">Whole class<\/td>\r\n<\/tr>\r\n<tr>\r\n<td style=\"width: 110px\" data-celllook=\"0\">Activity 2 \u2013 <a href=\"https:\/\/kpcrossacademy.org\/techniques\/invent-the-quiz\/\" target=\"_blank\" rel=\"noopener\">Invent the Quiz<\/a><\/td>\r\n<td style=\"width: 112px\" data-celllook=\"0\">30 minutes<\/td>\r\n<td style=\"width: 542px\" data-celllook=\"0\">Each group is assigned a section of the quiz and is responsible for creating several test questions and a corresponding answer sheet. Groups submit these to the TA.<\/td>\r\n<td style=\"width: 109px\" data-celllook=\"0\">Groups of 4-6<\/td>\r\n<\/tr>\r\n<tr>\r\n<td style=\"width: 110px\" data-celllook=\"0\">Post-assessment<\/td>\r\n<td style=\"width: 112px\" data-celllook=\"0\">Remaining time<\/td>\r\n<td style=\"width: 542px\" data-celllook=\"0\">TA evaluates the questions submitted and make necessary corrections. After class, TA shares the practice quiz and answer sheet.<\/td>\r\n<td style=\"width: 109px\" data-celllook=\"0\">Whole class<\/td>\r\n<\/tr>\r\n<\/tbody>\r\n<\/table>\r\n<a href=\"http:\/\/opentextbooks.concordia.ca\/ta-guide\/wp-content\/uploads\/sites\/67\/2024\/08\/TA-Guidebook-Lesson-Plans-Review.docx\">Download the sample review\/Q&amp;A lesson plan as a Word document<\/a>\r\n<h4>Preparation needed<\/h4>\r\nList of topics needing review, common questions and errors throughout the term or from previous terms, some post-class work assembling the practice quiz\r\n<h4>Other instructional activities<\/h4>\r\nYou can replace the <em>Note-taking Pairs<\/em> or <em>Invent the Quiz<\/em> activities with other instructional activities such as:\r\n<ul>\r\n \t<li><a href=\"https:\/\/www.google.com\/search?q=tappps+patricia+cross&amp;sca_esv=6dff3b47ea39d1e5&amp;sca_upv=1&amp;sxsrf=ADLYWIKN9tvG-JZvs4VNqkt8HmmLnjRTjQ%3A1721748455240&amp;ei=58ufZvOrDqCuptQPjKW8yA0&amp;ved=0ahUKEwizu8TovL2HAxUgl4kEHYwSD9kQ4dUDCA8&amp;uact=5&amp;oq=tappps+patricia+cross&amp;gs_lp=Egxnd3Mtd2l6LXNlcnAiFXRhcHBwcyBwYXRyaWNpYSBjcm9zczIHECEYoAEYCjIHECEYoAEYCjIHECEYoAEYCkiBG1C3BFikGnACeAGQAQCYAYoBoAH_C6oBAzcuOLgBA8gBAPgBAZgCEaACsgzCAgoQABiwAxjWBBhHwgIFEAAYgATCAggQABiABBiiBMICCBAAGKIEGIkFwgIFECEYoAHCAg0QLhiABBjHARgNGK8BwgIIEAAYBRgNGB7CAhwQLhiABBjHARgNGK8BGJcFGNwEGN4EGOAE2AEBmAMAiAYBkAYIugYGCAEQARgUkgcDOS44oAe-MQ&amp;sclient=gws-wiz-serp\">Think-Aloud Pairs Problem-Solving (TAPPPS)<\/a><\/li>\r\n \t<li><a href=\"https:\/\/kpcrossacademy.ua.edu\/techniques\/test-taking-teams\/\">Test-taking teams<\/a><\/li>\r\n<\/ul>\r\n<h3><a id=\"Practice\"><\/a>Practice tutorials\/studios<\/h3>\r\nThese tutorials are common in the Arts and when students have time to work on practice work or assignments. TAs are generally responsible for providing demonstrations of technical skills, discussing conceptual projects and facilitating critiques.\r\n<h4>A sample lesson plan for practice tutorials or studios<\/h4>\r\nThis lesson plan is for a class of about 30-50 students, class time of 90 minutes.\r\n<table class=\"lines\" style=\"width: 873px\">\r\n<tbody>\r\n<tr>\r\n<td style=\"width: 109px\"><strong>Activity<\/strong><\/td>\r\n<td style=\"width: 110px\"><strong>Duration<\/strong><\/td>\r\n<td style=\"width: 514px\"><strong>Description<\/strong><\/td>\r\n<td style=\"width: 140px\"><strong>Configuration<\/strong><\/td>\r\n<\/tr>\r\n<tr>\r\n<td style=\"width: 109px\">Welcome and admin<\/td>\r\n<td style=\"width: 110px\">5 minutes<\/td>\r\n<td style=\"width: 514px\">Welcome students, share announcements, review the class agenda including learning outcomes, introduce or refresh the topic<\/td>\r\n<td style=\"width: 140px\">Whole class<\/td>\r\n<\/tr>\r\n<tr>\r\n<td style=\"width: 109px\">Activity 1 \u2013 <a href=\"https:\/\/www.saltise.ca\/strategy\/concept-mapping\/\">Concept Mapping<\/a><\/td>\r\n<td style=\"width: 110px\">10 minutes<\/td>\r\n<td style=\"width: 514px\">Based on the lesson\u2019s central concept, the class discusses and drafts a concept map. First, TA demonstrates how to concept map. Students then brainstorm related concepts based on what they learned, identify and diagram concept links to add to the conceptual map.<\/td>\r\n<td style=\"width: 140px\">Whole class<\/td>\r\n<\/tr>\r\n<tr>\r\n<td style=\"width: 109px\">Practice<\/td>\r\n<td style=\"width: 110px\">40 minutes<\/td>\r\n<td style=\"width: 514px\">Students begin individual work. TA walks around giving guidance and demonstrations to individual students or small groups.<\/td>\r\n<td style=\"width: 140px\">Individual<\/td>\r\n<\/tr>\r\n<tr>\r\n<td style=\"width: 109px\">Critique<\/td>\r\n<td style=\"width: 110px\">Remaining time<\/td>\r\n<td style=\"width: 514px\">Group students for small group critique. TA shares the list of guiding questions to use for each student\u2019s work and provides reminders on how to critique. Each student gets about five to seven minutes. TA walks around to help with critiques. [footnote]Small group critique can be a great alternative to a full class critique, which can heighten anxiety and lower attention span. Another alternative critique format is anonymous critique. <a href=\"https:\/\/teaching.temple.edu\/sites\/teaching\/files\/resource\/pdf\/5_Best_Practices_for_Critiques%20%5BAccessible%5D_0.pdf\">Click here to read more on how to facilitate effective, yet sensitive critiques.<\/a>[\/footnote]<\/td>\r\n<td style=\"width: 140px\">Small groups, 4-6 students each<\/td>\r\n<\/tr>\r\n<\/tbody>\r\n<\/table>\r\n<a href=\"http:\/\/opentextbooks.concordia.ca\/ta-guide\/wp-content\/uploads\/sites\/67\/2024\/08\/TA-Guidebook-Lesson-Plans-Practice-Studio.docx\">Download the sample practice\/studio lesson plan as a Word document.<\/a>\r\n<h4>Preparation needed<\/h4>\r\nPhysical or digital materials for concept mapping and demonstration.\r\n<h4>Other instructional techniques<\/h4>\r\n<ul>\r\n \t<li data-leveltext=\"-\" data-font=\"Aptos\" data-listid=\"40\" data-list-defn-props=\"{&quot;335552541&quot;:1,&quot;335559685&quot;:720,&quot;335559991&quot;:360,&quot;469769226&quot;:&quot;Aptos&quot;,&quot;469769242&quot;:[8226],&quot;469777803&quot;:&quot;left&quot;,&quot;469777804&quot;:&quot;-&quot;,&quot;469777815&quot;:&quot;hybridMultilevel&quot;}\" data-aria-posinset=\"1\" data-aria-level=\"1\"><a href=\"https:\/\/kpcrossacademy.org\/techniques\/paper-seminar\/\" target=\"_blank\" rel=\"noopener\">Paper Seminar<\/a><\/li>\r\n \t<li data-leveltext=\"-\" data-font=\"Aptos\" data-listid=\"40\" data-list-defn-props=\"{&quot;335552541&quot;:1,&quot;335559685&quot;:720,&quot;335559991&quot;:360,&quot;469769226&quot;:&quot;Aptos&quot;,&quot;469769242&quot;:[8226],&quot;469777803&quot;:&quot;left&quot;,&quot;469777804&quot;:&quot;-&quot;,&quot;469777815&quot;:&quot;hybridMultilevel&quot;}\" data-aria-posinset=\"1\" data-aria-level=\"1\"><a href=\"https:\/\/www.concordia.ca\/gradstudies\/professional-skills.html\">GradProSkills<\/a> occasionally hosts workshops on facilitating critiques in the Arts<\/li>\r\n<\/ul>\r\n<h2><a id=\"Labs\"><\/a>Laboratory classes<\/h2>\r\nLaboratory classes (commonly known as labs) allow students to experience course concepts first-hand and provide an opportunity to test methods used in their discipline. Potential goals of lab classes include (from Committee, 1997):\r\n<ul>\r\n \t<li>Apply concepts learned in class to new situations.<\/li>\r\n \t<li>Experience basic phenomena.<\/li>\r\n \t<li>Develop critical, quantitative thinking.<\/li>\r\n \t<li>Develop experimental and data analysis skills.<\/li>\r\n \t<li>Practice proper use of scientific apparatus.<\/li>\r\n \t<li>Practice estimating statistical errors and recognizing systematic errors.<\/li>\r\n \t<li>Develop reporting skills (written and oral).<\/li>\r\n \t<li>Practice collaborative problem-solving.<\/li>\r\n \t<li>Exercise curiosity and creativity by designing a procedure to test a hypothesis.<\/li>\r\n \t<li>Gain appreciation for the role of experimentation in science.<\/li>\r\n \t<li>Test important laws and rules.<\/li>\r\n<\/ul>\r\n<h3>A sample lesson plan for a lab class<\/h3>\r\nThis lesson plan is for a class of about 30-50 students, class time of 90 minutes.\r\n<table class=\"lines\" style=\"width: 873px\">\r\n<tbody>\r\n<tr>\r\n<td style=\"width: 155px\">\r\n<h4><strong>Activity<\/strong><\/h4>\r\n<\/td>\r\n<td style=\"width: 151px\">\r\n<h4><strong>Duration<\/strong><\/h4>\r\n<\/td>\r\n<td style=\"width: 456px\">\r\n<h4><strong>Description<\/strong><\/h4>\r\n<\/td>\r\n<td style=\"width: 111px\">\r\n<h4><strong>Configuration<\/strong><\/h4>\r\n<\/td>\r\n<\/tr>\r\n<tr>\r\n<td style=\"width: 155px\">Welcome and admin<\/td>\r\n<td style=\"width: 151px\">5 minutes<\/td>\r\n<td style=\"width: 456px\">Welcome students, share announcements, review the class agenda including learning outcomes, introduce or refresh the topic<\/td>\r\n<td style=\"width: 111px\">Whole class<\/td>\r\n<\/tr>\r\n<tr>\r\n<td style=\"width: 155px\">Pre-assessment \u2013 <a href=\"https:\/\/kpcrossacademy.org\/techniques\/think-pair-share\/\">Think-Pair-Share<\/a><\/td>\r\n<td style=\"width: 151px\">5 minutes<\/td>\r\n<td style=\"width: 456px\">TA provides a prompt for students to reflect on individually. After a few minutes, students share their response with a partner. Optionally, student pairs can share with the whole class after.<\/td>\r\n<td style=\"width: 111px\">Pairs<\/td>\r\n<\/tr>\r\n<tr>\r\n<td style=\"width: 155px\">Demonstration<\/td>\r\n<td style=\"width: 151px\">20 minutes<\/td>\r\n<td style=\"width: 456px\">TA demonstration of the lesson\u2019s topic, including any lab safety procedures and overview of the steps\/tasks of the lab.<\/td>\r\n<td style=\"width: 111px\">Whole class<\/td>\r\n<\/tr>\r\n<tr>\r\n<td style=\"width: 155px\">Practice<\/td>\r\n<td style=\"width: 151px\">40 minutes<\/td>\r\n<td style=\"width: 456px\">Students work in small groups. TA walks around and assists.\r\n\r\nStudents to take notes throughout the lab (can use a technique such as <a href=\"https:\/\/kpcrossacademy.ua.edu\/techniques\/guided-notes\/\">Guided Notes<\/a>). TA gathers one to two small groups together to answer questions and provide further demonstrations if needed.<\/td>\r\n<td style=\"width: 111px\">Groups of 2-3<\/td>\r\n<\/tr>\r\n<tr>\r\n<td style=\"width: 155px\">Post-assessment<\/td>\r\n<td style=\"width: 151px\">Remaining time<\/td>\r\n<td style=\"width: 456px\">Students submit reports to TA. TA provides feedback to the whole class on frequent occurrences observed.<\/td>\r\n<td style=\"width: 111px\">Whole class<\/td>\r\n<\/tr>\r\n<\/tbody>\r\n<\/table>\r\n&nbsp;\r\n\r\n<a href=\"http:\/\/opentextbooks.concordia.ca\/ta-guide\/wp-content\/uploads\/sites\/67\/2024\/08\/TA-Guidebook-Lesson-Plans-Laboratory.docx\">Download the sample laboratory lesson plan as a Word document<\/a>\r\n<h4>Preparation needed<\/h4>\r\nPrompt question, guided notes template, lab materials &amp; procedures","rendered":"<p>Teaching an engaging and impactful class takes preparation and practice. While the specifics may vary based on your unique teaching style and type of class, every class has common stages requiring careful planning.<\/p>\n<p>In this chapter, we\u2019ll cover the various types of classes you may lead as a TA, their purpose, and provide instructional techniques<a class=\"footnote\" title=\"For more instructional strategies, The K. Patricia Cross Teaching Academy has an extensive library of resources with video explanations and a downloadable guide that work across disciplines. You can filter by activity type to find one that suits your class the best. These activities can be adapted to better suit your discipline, context and students.\" id=\"return-footnote-76-1\" href=\"#footnote-76-1\" aria-label=\"Footnote 1\"><sup class=\"footnote\">[1]<\/sup><\/a> and a sample lesson plan for you to reuse and adapt.<\/p>\n<div class=\"textbox\"><strong>On this page&#8230;<br \/>\n<\/strong><\/p>\n<ul>\n<li><a href=\"#General teaching tips\">General teaching tips<\/a><\/li>\n<li><a href=\"#Tutorials\">Tutorials<\/a>\n<ul>\n<li><a href=\"#Discussion-based\">Discussion-based tutorials<\/a><\/li>\n<li><a href=\"#Problem-solving\">Problem-solving tutorials<\/a><\/li>\n<li><a href=\"#Review Q&amp;A\">Review and Q&amp;A tutorials<\/a><\/li>\n<li><a href=\"#Practice\">Practice\/studio-based tutorials<\/a><\/li>\n<\/ul>\n<\/li>\n<li><a href=\"#Labs\">Laboratories<\/a><\/li>\n<\/ul>\n<\/div>\n<h2><a><\/a>General teaching tips<\/h2>\n<ul>\n<li>Establish tips for <strong>success<\/strong> \u2013 this includes clarifying how students will be graded and assessed, and what participation means in your section: keep in mind varying levels of comfort with public speaking as you build the classroom culture.<\/li>\n<li><strong>Greet<\/strong> your students as they arrive<\/li>\n<li>Share an <strong>agenda<\/strong> of the class\u2019s activities on the board<\/li>\n<li>Maintain <strong>eye contact <\/strong>when speaking, make sure to scan the room with your eyes.<\/li>\n<li>Speak clearly and project your <strong>voice<\/strong><a class=\"footnote\" title=\"Public speaking is a skill that needs to be developed and practiced, so don\u2019t worry if it doesn\u2019t come naturally at first! For more guidance you can consult these tips from Student Success Centre for Delivering an oral presentation or some courses offered by GradProSkills on Public speaking.\" id=\"return-footnote-76-2\" href=\"#footnote-76-2\" aria-label=\"Footnote 2\"><sup class=\"footnote\">[2]<\/sup><\/a> \u2013 some rooms come with a microphone if needed.<\/li>\n<li><strong>Move<\/strong> around the room, especially when students are working on their own or in groups. Don\u2019t forget about those sitting in the back!<\/li>\n<li>Check for <strong>understanding<\/strong>, Ask students if they have any questions or challenges \u2013 they may not speak up at first. You can also try answering questions strategically so as to not provide the answer right away.<\/li>\n<\/ul>\n<h2><a id=\"Tutorials\"><\/a>Tutorials<\/h2>\n<p>Tutorials are generally meant as a space for students to diver deeper into content presented earlier by the instructor and practice concepts. This is a great opportunity for formative feedback from peers and the TA to better understand the material and correct any faulty thinking.\u00a0 Although tutorials will run differently depending on your discipline, the most common tutorial types are: discussion-based, problem-solving, review and Q&amp;A, and practice or studio tutorials.<\/p>\n<h3><a id=\"Discussion-based\"><\/a>Discussion-based tutorials<\/h3>\n<p>These tutorials focus on a deeper exploration of course content through discussions and debates.<\/p>\n<h4>A sample lesson plan for discussion-based tutorials<\/h4>\n<p>This lesson plan works for a class size of about 30-50 students, for class time of about 90 minutes.<\/p>\n<table class=\"lines\" style=\"width: 1314px\" data-tablestyle=\"MsoTableGrid\" data-tablelook=\"1696\">\n<tbody>\n<tr>\n<td style=\"width: 112px\" data-celllook=\"0\"><strong>Activity\u00a0<\/strong><\/td>\n<td style=\"width: 122px\" data-celllook=\"0\"><strong>Duration\u00a0<\/strong><\/td>\n<td style=\"width: 899px\" data-celllook=\"0\"><strong>Description\u00a0<\/strong><\/td>\n<td style=\"width: 181px\" data-celllook=\"0\"><strong>Configuration\u00a0<\/strong><\/td>\n<\/tr>\n<tr>\n<td style=\"width: 112px\" data-celllook=\"0\">Welcome &amp; admin<\/td>\n<td style=\"width: 122px\" data-celllook=\"0\">5 mins<\/td>\n<td style=\"width: 899px\" data-celllook=\"0\">Welcome students, share announcements, review class agenda including learning outcomes, and introduce or refresh the topic<\/td>\n<td style=\"width: 181px\" data-celllook=\"0\">Whole class<\/td>\n<\/tr>\n<tr>\n<td style=\"width: 112px\" data-celllook=\"0\">Pre-assessment<\/td>\n<td style=\"width: 122px\" data-celllook=\"0\">5 minutes<\/td>\n<td style=\"width: 899px\" data-celllook=\"0\">Use the 3-2-1 technique to check students\u2019 understanding of the instructor\u2019s lecture. In pairs, students name three things learned from the instructor\u2019s lecture, two things you found interesting, and one question you still have.<\/p>\n<p>Post each pair\u2019s answers in a shared document.<\/td>\n<td style=\"width: 181px\" data-celllook=\"0\">Pairs, can be formed by proximity<\/td>\n<\/tr>\n<tr>\n<td style=\"width: 112px\" data-celllook=\"0\">Review<\/td>\n<td style=\"width: 122px\" data-celllook=\"0\">15 minutes<\/td>\n<td style=\"width: 899px\" data-celllook=\"0\">Review the 3-2-1 activity responses together. Answer questions or provide clarifications as needed.<\/td>\n<td style=\"width: 181px\" data-celllook=\"0\">Whole class<\/td>\n<\/tr>\n<tr>\n<td style=\"width: 112px\" data-celllook=\"0\">Activity Part 1<\/td>\n<td style=\"width: 122px\" data-celllook=\"0\">30 minutes<\/td>\n<td style=\"width: 899px\" data-celllook=\"0\">Using the <a href=\"https:\/\/kpcrossacademy.ua.edu\/techniques\/jigsaw\/\" target=\"_blank\" rel=\"noopener\">Jigsaw method<\/a>, TA proposes five topics for groups to form as \u2018experts\u2019. These topics can come from the frequent questions in the 3-2-1 activity. Students take 20 minutes to review their topic and prepare for teaching it for five minutes<\/td>\n<td style=\"width: 181px\" data-celllook=\"0\">Groups of seven students<\/td>\n<\/tr>\n<tr>\n<td style=\"width: 112px\" data-celllook=\"0\">Activity Part 2<\/td>\n<td style=\"width: 122px\" data-celllook=\"0\">25 minutes<\/td>\n<td style=\"width: 899px\" data-celllook=\"0\">Continuation of Jigsaw method. Groups reconfigure to have one representative from each \u2018expert\u2019 group. Students take turns teaching each other, presenting for about five minutes with time for a few questions.<\/td>\n<td style=\"width: 181px\" data-celllook=\"0\">Groups of five students<\/td>\n<\/tr>\n<tr>\n<td style=\"width: 112px\" data-celllook=\"0\">Post-assessment<\/td>\n<td style=\"width: 122px\" data-celllook=\"0\">Remaining time<\/td>\n<td style=\"width: 899px\" data-celllook=\"0\">\u2018One-minute paper\u2019 \u2013 reflection question. Use Microsoft Forms. This can be used to inform the following lecture or tutorial. Introduce, give students time to set up, then set a timer for one minute for responses<\/td>\n<td style=\"width: 181px\" data-celllook=\"0\">Individual<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<p><a href=\"http:\/\/opentextbooks.concordia.ca\/ta-guide\/wp-content\/uploads\/sites\/67\/2024\/08\/TA-Guidebook-Lesson-Plans-Discussion-1.docx\">Download the sample discussion-based lesson plan as a Word document.<\/a><\/p>\n<h4>Preparation needed<\/h4>\n<p>Shared document for 3-2-1 activity responses, Microsoft Form for One-minute paper<\/p>\n<h4>Other instructional activities<\/h4>\n<p>You can replace the <em>Jigsaw<\/em> activity in the lesson plan above with other instructional activities such as:<\/p>\n<ul>\n<li><a href=\"https:\/\/kpcrossacademy.org\/techniques\/support-a-statement\/\" target=\"_blank\" rel=\"noopener\">Support a statement<\/a><\/li>\n<li><a href=\"https:\/\/kpcrossacademy.org\/techniques\/analytic-teams\/\" target=\"_blank\" rel=\"noopener\">Analytic teams<\/a><\/li>\n<li><a href=\"https:\/\/kb.wisc.edu\/instructional-resources\/page.php?id=104145#:~:text=Description,at%20the%20previous%20group's%20answer.\" target=\"_blank\" rel=\"noopener\">Send a problem<\/a> (use this for scenarios and arguments)<\/li>\n<\/ul>\n<h3><a id=\"Problem-solving\"><\/a>Problem-solving tutorials<\/h3>\n<p>These tutorials are common in math, science, business, and engineering and focus on problem-solving processes and quantitative\/qualitative reasoning.<\/p>\n<p><em>A sample lesson plan for problem-solving tutorials<\/em><\/p>\n<p>This particular lesson is recommended for case studies and scenarios where multiple approaches to the problem are feasible.<\/p>\n<table class=\"lines\" style=\"width: 1314px\" data-tablestyle=\"MsoTableGrid\" data-tablelook=\"1696\">\n<tbody>\n<tr>\n<td style=\"width: 147px\" data-celllook=\"0\"><strong>Activity\u00a0<\/strong><\/td>\n<td style=\"width: 150px\" data-celllook=\"0\"><strong>Duration\u00a0<\/strong><\/td>\n<td style=\"width: 904px\" data-celllook=\"0\"><strong>Description\u00a0<\/strong><\/td>\n<td style=\"width: 113px\" data-celllook=\"0\"><strong>Configuration\u00a0<\/strong><\/td>\n<\/tr>\n<tr>\n<td style=\"width: 147px\" data-celllook=\"0\">Welcome and admin<\/td>\n<td style=\"width: 150px\" data-celllook=\"0\">5 minutes<\/td>\n<td style=\"width: 904px\" data-celllook=\"0\">Welcome students, share announcements, review class agenda including learning outcomes, introduce or refresh the topic.<\/td>\n<td style=\"width: 113px\" data-celllook=\"0\">Whole class<\/td>\n<\/tr>\n<tr>\n<td style=\"width: 147px\" data-celllook=\"0\">Activity 1 \u2013 <a href=\"https:\/\/kb.wisc.edu\/instructional-resources\/page.php?id=118477\" target=\"_blank\" rel=\"noopener\">Structured Problem Solving<\/a><\/td>\n<td style=\"width: 150px\" data-celllook=\"0\">20 minutes<\/td>\n<td style=\"width: 904px\" data-celllook=\"0\">Present a problem that requires students to follow a sophisticated problem-solving process because it is complex. Outline the steps for the students to follow. <a href=\"https:\/\/uwaterloo.ca\/centre-for-teaching-excellence\/catalogs\/tip-sheets\/teaching-problem-solving-skills#:~:text=Woods%E2%80%99%20problem%2Dsolving%20model\" target=\"_blank\" rel=\"noopener\">Wood\u2019s problem-solving model<\/a> is a good framework. In a shared document, groups post their solutions to each outlined step.<\/td>\n<td style=\"width: 113px\" data-celllook=\"0\">Groups of 4-6<\/td>\n<\/tr>\n<tr>\n<td style=\"width: 147px\" data-celllook=\"0\">Review<\/td>\n<td style=\"width: 150px\" data-celllook=\"0\">15 minutes<\/td>\n<td style=\"width: 904px\" data-celllook=\"0\">Review the Structured Problem-Solving responses together. Answer questions or make clarifications if needed.<\/td>\n<td style=\"width: 113px\" data-celllook=\"0\">Whole class<\/td>\n<\/tr>\n<tr>\n<td style=\"width: 147px\" data-celllook=\"0\">Activity 2 \u2013 <a href=\"https:\/\/kb.wisc.edu\/instructional-resources\/page.php?id=104145#:~:text=Description,at%20the%20previous%20group's%20answer.\" target=\"_blank\" rel=\"noopener\">Send a Problem<\/a><\/td>\n<td style=\"width: 150px\" data-celllook=\"0\">30 minutes<\/td>\n<td style=\"width: 904px\" data-celllook=\"0\">Each group receives a different problem, discusses it, generates possible solutions referring to the problem-solving process introduced in Activity 1, and records their best solution. Pass onto next group to attempt a solution. Each group gets 10 minutes to solve. For the remaining 5 minutes, the group receives their original problem with all solutions. They analyze, evaluate and record the information.<\/td>\n<td style=\"width: 113px\" data-celllook=\"0\">Groups of 4-6<\/td>\n<\/tr>\n<tr>\n<td style=\"width: 147px\" data-celllook=\"0\">Post-assessment<\/td>\n<td style=\"width: 150px\" data-celllook=\"0\">Remaining time<\/td>\n<td style=\"width: 904px\" data-celllook=\"0\">Groups take turns reporting back to the whole class.<\/td>\n<td style=\"width: 113px\" data-celllook=\"0\">Whole class<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<p><a href=\"http:\/\/opentextbooks.concordia.ca\/ta-guide\/wp-content\/uploads\/sites\/67\/2024\/08\/TA-Guidebook-Lesson-Plans-Problem-Solving.docx\">Download the sample problem-solving lesson plan as a Word document.<\/a><\/p>\n<h4>Preparation needed<\/h4>\n<p>10 problems with solutions, and explanations, diagrams, etc. to help support them. Shared document (print or digital) to record student solutions.<\/p>\n<h4>Other instructional activities<\/h4>\n<p>You can replace the<em> Structured problem-solving<\/em> or <em>Send a problem<\/em> activities with other instructional activities such as:<\/p>\n<ul>\n<li data-leveltext=\"\uf0b7\" data-font=\"Symbol\" data-listid=\"37\" data-list-defn-props=\"{&quot;335552541&quot;:1,&quot;335559685&quot;:720,&quot;335559991&quot;:360,&quot;469769226&quot;:&quot;Symbol&quot;,&quot;469769242&quot;:[8226],&quot;469777803&quot;:&quot;left&quot;,&quot;469777804&quot;:&quot;\uf0b7&quot;,&quot;469777815&quot;:&quot;hybridMultilevel&quot;}\" data-aria-posinset=\"1\" data-aria-level=\"1\"><a href=\"https:\/\/kpcrossacademy.org\/techniques\/case-studies\/\" target=\"_blank\" rel=\"noopener\">Case studies<\/a><\/li>\n<li data-leveltext=\"\uf0b7\" data-font=\"Symbol\" data-listid=\"37\" data-list-defn-props=\"{&quot;335552541&quot;:1,&quot;335559685&quot;:720,&quot;335559991&quot;:360,&quot;469769226&quot;:&quot;Symbol&quot;,&quot;469769242&quot;:[8226],&quot;469777803&quot;:&quot;left&quot;,&quot;469777804&quot;:&quot;\uf0b7&quot;,&quot;469777815&quot;:&quot;hybridMultilevel&quot;}\" data-aria-posinset=\"1\" data-aria-level=\"1\"><a href=\"https:\/\/kpcrossacademy.ua.edu\/techniques\/fishbowl\/\">Fishbowl<\/a><\/li>\n<\/ul>\n<h4>A sample lesson plan for problem-solving in math<\/h4>\n<p>This lesson plan is suitable for a problem-solving tutorial with mathematical equations for about 10-50 students for class time of 90 minutes. Please note that the time needed to solve different kinds of problems may vary and certain types of problems might require more practice and others. The lesson plan below gives approximate times, but you should adjust the times according to the problem type and the level of support needed by students. This lesson follows the <em>I do, we do, you do<\/em> model of teaching.<\/p>\n<table class=\"lines\" style=\"width: 875px;height: 706px\" data-tablestyle=\"MsoTableGrid\" data-tablelook=\"1696\">\n<tbody>\n<tr style=\"height: 30px\">\n<td style=\"width: 145.555px;height: 30px\" data-celllook=\"0\"><strong>Activity<\/strong><\/td>\n<td style=\"width: 143.969px;height: 30px\" data-celllook=\"0\"><strong>Duration<\/strong><\/td>\n<td style=\"width: 403.805px;height: 30px\" data-celllook=\"0\"><strong>Description<\/strong><\/td>\n<td style=\"width: 127.859px;height: 30px\" data-celllook=\"0\"><strong>Configuration<\/strong><\/td>\n<\/tr>\n<tr style=\"height: 77px\">\n<td style=\"width: 145.555px;height: 77px\" data-celllook=\"0\">Welcome and admin<\/td>\n<td style=\"width: 143.969px;height: 77px\" data-celllook=\"0\">5 mins<\/td>\n<td style=\"width: 403.805px;height: 77px\" data-celllook=\"0\">Welcome students, share announcements, review class agenda including learning outcomes, review the problem type and its importance or relevance in the field (i.e., why and when they will need to use it, including subsequent courses and future jobs).<\/td>\n<td style=\"width: 127.859px;height: 77px\" data-celllook=\"0\">Whole class<\/td>\n<\/tr>\n<tr style=\"height: 35px\">\n<td style=\"width: 145.555px;height: 35px\" data-celllook=\"0\">TA demonstrates how to solve problem<\/td>\n<td style=\"width: 143.969px;height: 35px\" data-celllook=\"0\">10 mins<\/td>\n<td style=\"width: 403.805px;height: 35px\" data-celllook=\"0\">Work through a problem on the board or screen. As you do this, talk through each step and decision you make to solve the problem.<\/td>\n<td style=\"width: 127.859px;height: 35px\" data-celllook=\"0\">Whole class, instructor-focused<\/td>\n<\/tr>\n<tr style=\"height: 214px\">\n<td style=\"width: 145.555px;height: 214px\" data-celllook=\"0\">TA and students work together to solve a similar problem<\/td>\n<td style=\"width: 143.969px;height: 214px\" data-celllook=\"0\">15 -30 minutes<\/td>\n<td style=\"width: 403.805px;height: 214px\" data-celllook=\"0\">Work through another similar problem, but this time, at each decision point of the problem, ask the students to identify the next step and share their rationale.<\/p>\n<p>If students do not know, you could give them a choice, for example \u201cDo we subtract or add X?\u201d\u00a0 or ask a yes\/no question: Do we subtract X?<\/p>\n<p>&nbsp;<\/p>\n<p>Tip:<\/p>\n<p>If you notice students need a little more help and guidance, do another problem as a class before moving on to the next step.<\/td>\n<td style=\"width: 127.859px;height: 214px\" data-celllook=\"0\">Whole class (participatory)<\/td>\n<\/tr>\n<tr style=\"height: 152px\">\n<td style=\"width: 145.555px;height: 152px\" data-celllook=\"0\">Students work together in pairs to solve a similar problem<\/td>\n<td style=\"width: 143.969px;height: 152px\" data-celllook=\"0\">15- 30 minutes<\/td>\n<td style=\"width: 403.805px;height: 152px\" data-celllook=\"0\">Provide students with one or two similar problems and allow them to work in pairs or groups of three to solve the problems.<\/p>\n<p>Before giving them any more problems, review the problems as a class.<\/p>\n<p>&nbsp;<\/p>\n<p>Circulate and check in on students as they are working on the problems and provide guidance as necessary.<\/td>\n<td style=\"width: 127.859px;height: 152px\" data-celllook=\"0\">Groups of 2-3 students<\/td>\n<\/tr>\n<tr style=\"height: 198px\">\n<td style=\"width: 145.555px;height: 198px\" data-celllook=\"0\">Students work on problems alone<\/td>\n<td style=\"width: 143.969px;height: 198px\" data-celllook=\"0\">Remaining time<\/td>\n<td style=\"width: 403.805px;height: 198px\" data-celllook=\"0\">Provide students with similar problems that they can work on in class and for homework.<\/p>\n<p>&nbsp;<\/p>\n<p>Walk through the solutions as a group for the first solution after you have provided enough time.<\/p>\n<p>&nbsp;<\/p>\n<p>Circulate and check in on students as they are working on these and provide individual guidance as necessary.<\/td>\n<td style=\"width: 127.859px;height: 198px\" data-celllook=\"0\">Individual students<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<p><a href=\"http:\/\/opentextbooks.concordia.ca\/ta-guide\/wp-content\/uploads\/sites\/67\/2024\/08\/TA-Guidebook-Lesson-Plans-Problem-Solving-Math.docx\">Download the sample problem-solving math equations lesson plan as a Word document.<\/a><\/p>\n<h4>Preparation needed<\/h4>\n<p>5-10 similar problems with solutions.<\/p>\n<h3><a><\/a>Review and Q&amp;A tutorials<\/h3>\n<p>In these tutorials, students ask questions about the course content and assignments,\u202freview key course content in preparation for tests or exams, and consolidate their learning in the guiding presence of their instructor or TA.<\/p>\n<h4>A sample lesson plan for review or Q&amp;A tutorials<\/h4>\n<p>This lesson plan is for a class of about 30-50 students, class time of 90 minutes.<\/p>\n<table class=\"lines\" style=\"width: 873px\" data-tablestyle=\"MsoTableGrid\" data-tablelook=\"1696\">\n<tbody>\n<tr>\n<td style=\"width: 110px\" data-celllook=\"0\"><strong>Activity<\/strong><\/td>\n<td style=\"width: 112px\" data-celllook=\"0\"><strong>Duration<\/strong><\/td>\n<td style=\"width: 542px\" data-celllook=\"0\"><strong>Description<\/strong><\/td>\n<td style=\"width: 109px\" data-celllook=\"0\"><strong>Configuration<\/strong><\/td>\n<\/tr>\n<tr>\n<td style=\"width: 110px\" data-celllook=\"0\">Welcome and admin<\/td>\n<td style=\"width: 112px\" data-celllook=\"0\">5 minutes<\/td>\n<td style=\"width: 542px\" data-celllook=\"0\">Welcome students, share announcements, review the class agenda including learning outcomes, introduce or refresh the topic<\/td>\n<td style=\"width: 109px\" data-celllook=\"0\">Whole class<\/td>\n<\/tr>\n<tr>\n<td style=\"width: 110px\" data-celllook=\"0\">Activity 1 &#8211; <a href=\"https:\/\/kpcrossacademy.org\/techniques\/note-taking-pairs\/\" target=\"_blank\" rel=\"noopener\">Note-taking Pairs<\/a><\/td>\n<td style=\"width: 112px\" data-celllook=\"0\">20 minutes<\/td>\n<td style=\"width: 542px\" data-celllook=\"0\">Students bring their individual notes for each module to review in Note-taking pairs. Student 1 summarizes one section while Student 2 listens, corrects, and adds information if needed. Students alternate roles until complete. Students note areas needing clarification.<\/td>\n<td style=\"width: 109px\" data-celllook=\"0\">Groups of 2-3<\/td>\n<\/tr>\n<tr>\n<td style=\"width: 110px\" data-celllook=\"0\">Review<\/td>\n<td style=\"width: 112px\" data-celllook=\"0\">20 minutes<\/td>\n<td style=\"width: 542px\" data-celllook=\"0\">TA answers questions or makes clarifications from Note-taking Pairs activity.<\/td>\n<td style=\"width: 109px\" data-celllook=\"0\">Whole class<\/td>\n<\/tr>\n<tr>\n<td style=\"width: 110px\" data-celllook=\"0\">Activity 2 \u2013 <a href=\"https:\/\/kpcrossacademy.org\/techniques\/invent-the-quiz\/\" target=\"_blank\" rel=\"noopener\">Invent the Quiz<\/a><\/td>\n<td style=\"width: 112px\" data-celllook=\"0\">30 minutes<\/td>\n<td style=\"width: 542px\" data-celllook=\"0\">Each group is assigned a section of the quiz and is responsible for creating several test questions and a corresponding answer sheet. Groups submit these to the TA.<\/td>\n<td style=\"width: 109px\" data-celllook=\"0\">Groups of 4-6<\/td>\n<\/tr>\n<tr>\n<td style=\"width: 110px\" data-celllook=\"0\">Post-assessment<\/td>\n<td style=\"width: 112px\" data-celllook=\"0\">Remaining time<\/td>\n<td style=\"width: 542px\" data-celllook=\"0\">TA evaluates the questions submitted and make necessary corrections. After class, TA shares the practice quiz and answer sheet.<\/td>\n<td style=\"width: 109px\" data-celllook=\"0\">Whole class<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<p><a href=\"http:\/\/opentextbooks.concordia.ca\/ta-guide\/wp-content\/uploads\/sites\/67\/2024\/08\/TA-Guidebook-Lesson-Plans-Review.docx\">Download the sample review\/Q&amp;A lesson plan as a Word document<\/a><\/p>\n<h4>Preparation needed<\/h4>\n<p>List of topics needing review, common questions and errors throughout the term or from previous terms, some post-class work assembling the practice quiz<\/p>\n<h4>Other instructional activities<\/h4>\n<p>You can replace the <em>Note-taking Pairs<\/em> or <em>Invent the Quiz<\/em> activities with other instructional activities such as:<\/p>\n<ul>\n<li><a href=\"https:\/\/www.google.com\/search?q=tappps+patricia+cross&amp;sca_esv=6dff3b47ea39d1e5&amp;sca_upv=1&amp;sxsrf=ADLYWIKN9tvG-JZvs4VNqkt8HmmLnjRTjQ%3A1721748455240&amp;ei=58ufZvOrDqCuptQPjKW8yA0&amp;ved=0ahUKEwizu8TovL2HAxUgl4kEHYwSD9kQ4dUDCA8&amp;uact=5&amp;oq=tappps+patricia+cross&amp;gs_lp=Egxnd3Mtd2l6LXNlcnAiFXRhcHBwcyBwYXRyaWNpYSBjcm9zczIHECEYoAEYCjIHECEYoAEYCjIHECEYoAEYCkiBG1C3BFikGnACeAGQAQCYAYoBoAH_C6oBAzcuOLgBA8gBAPgBAZgCEaACsgzCAgoQABiwAxjWBBhHwgIFEAAYgATCAggQABiABBiiBMICCBAAGKIEGIkFwgIFECEYoAHCAg0QLhiABBjHARgNGK8BwgIIEAAYBRgNGB7CAhwQLhiABBjHARgNGK8BGJcFGNwEGN4EGOAE2AEBmAMAiAYBkAYIugYGCAEQARgUkgcDOS44oAe-MQ&amp;sclient=gws-wiz-serp\">Think-Aloud Pairs Problem-Solving (TAPPPS)<\/a><\/li>\n<li><a href=\"https:\/\/kpcrossacademy.ua.edu\/techniques\/test-taking-teams\/\">Test-taking teams<\/a><\/li>\n<\/ul>\n<h3><a id=\"Practice\"><\/a>Practice tutorials\/studios<\/h3>\n<p>These tutorials are common in the Arts and when students have time to work on practice work or assignments. TAs are generally responsible for providing demonstrations of technical skills, discussing conceptual projects and facilitating critiques.<\/p>\n<h4>A sample lesson plan for practice tutorials or studios<\/h4>\n<p>This lesson plan is for a class of about 30-50 students, class time of 90 minutes.<\/p>\n<table class=\"lines\" style=\"width: 873px\">\n<tbody>\n<tr>\n<td style=\"width: 109px\"><strong>Activity<\/strong><\/td>\n<td style=\"width: 110px\"><strong>Duration<\/strong><\/td>\n<td style=\"width: 514px\"><strong>Description<\/strong><\/td>\n<td style=\"width: 140px\"><strong>Configuration<\/strong><\/td>\n<\/tr>\n<tr>\n<td style=\"width: 109px\">Welcome and admin<\/td>\n<td style=\"width: 110px\">5 minutes<\/td>\n<td style=\"width: 514px\">Welcome students, share announcements, review the class agenda including learning outcomes, introduce or refresh the topic<\/td>\n<td style=\"width: 140px\">Whole class<\/td>\n<\/tr>\n<tr>\n<td style=\"width: 109px\">Activity 1 \u2013 <a href=\"https:\/\/www.saltise.ca\/strategy\/concept-mapping\/\">Concept Mapping<\/a><\/td>\n<td style=\"width: 110px\">10 minutes<\/td>\n<td style=\"width: 514px\">Based on the lesson\u2019s central concept, the class discusses and drafts a concept map. First, TA demonstrates how to concept map. Students then brainstorm related concepts based on what they learned, identify and diagram concept links to add to the conceptual map.<\/td>\n<td style=\"width: 140px\">Whole class<\/td>\n<\/tr>\n<tr>\n<td style=\"width: 109px\">Practice<\/td>\n<td style=\"width: 110px\">40 minutes<\/td>\n<td style=\"width: 514px\">Students begin individual work. TA walks around giving guidance and demonstrations to individual students or small groups.<\/td>\n<td style=\"width: 140px\">Individual<\/td>\n<\/tr>\n<tr>\n<td style=\"width: 109px\">Critique<\/td>\n<td style=\"width: 110px\">Remaining time<\/td>\n<td style=\"width: 514px\">Group students for small group critique. TA shares the list of guiding questions to use for each student\u2019s work and provides reminders on how to critique. Each student gets about five to seven minutes. TA walks around to help with critiques. <a class=\"footnote\" title=\"Small group critique can be a great alternative to a full class critique, which can heighten anxiety and lower attention span. Another alternative critique format is anonymous critique. Click here to read more on how to facilitate effective, yet sensitive critiques.\" id=\"return-footnote-76-3\" href=\"#footnote-76-3\" aria-label=\"Footnote 3\"><sup class=\"footnote\">[3]<\/sup><\/a><\/td>\n<td style=\"width: 140px\">Small groups, 4-6 students each<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<p><a href=\"http:\/\/opentextbooks.concordia.ca\/ta-guide\/wp-content\/uploads\/sites\/67\/2024\/08\/TA-Guidebook-Lesson-Plans-Practice-Studio.docx\">Download the sample practice\/studio lesson plan as a Word document.<\/a><\/p>\n<h4>Preparation needed<\/h4>\n<p>Physical or digital materials for concept mapping and demonstration.<\/p>\n<h4>Other instructional techniques<\/h4>\n<ul>\n<li data-leveltext=\"-\" data-font=\"Aptos\" data-listid=\"40\" data-list-defn-props=\"{&quot;335552541&quot;:1,&quot;335559685&quot;:720,&quot;335559991&quot;:360,&quot;469769226&quot;:&quot;Aptos&quot;,&quot;469769242&quot;:[8226],&quot;469777803&quot;:&quot;left&quot;,&quot;469777804&quot;:&quot;-&quot;,&quot;469777815&quot;:&quot;hybridMultilevel&quot;}\" data-aria-posinset=\"1\" data-aria-level=\"1\"><a href=\"https:\/\/kpcrossacademy.org\/techniques\/paper-seminar\/\" target=\"_blank\" rel=\"noopener\">Paper Seminar<\/a><\/li>\n<li data-leveltext=\"-\" data-font=\"Aptos\" data-listid=\"40\" data-list-defn-props=\"{&quot;335552541&quot;:1,&quot;335559685&quot;:720,&quot;335559991&quot;:360,&quot;469769226&quot;:&quot;Aptos&quot;,&quot;469769242&quot;:[8226],&quot;469777803&quot;:&quot;left&quot;,&quot;469777804&quot;:&quot;-&quot;,&quot;469777815&quot;:&quot;hybridMultilevel&quot;}\" data-aria-posinset=\"1\" data-aria-level=\"1\"><a href=\"https:\/\/www.concordia.ca\/gradstudies\/professional-skills.html\">GradProSkills<\/a> occasionally hosts workshops on facilitating critiques in the Arts<\/li>\n<\/ul>\n<h2><a id=\"Labs\"><\/a>Laboratory classes<\/h2>\n<p>Laboratory classes (commonly known as labs) allow students to experience course concepts first-hand and provide an opportunity to test methods used in their discipline. Potential goals of lab classes include (from Committee, 1997):<\/p>\n<ul>\n<li>Apply concepts learned in class to new situations.<\/li>\n<li>Experience basic phenomena.<\/li>\n<li>Develop critical, quantitative thinking.<\/li>\n<li>Develop experimental and data analysis skills.<\/li>\n<li>Practice proper use of scientific apparatus.<\/li>\n<li>Practice estimating statistical errors and recognizing systematic errors.<\/li>\n<li>Develop reporting skills (written and oral).<\/li>\n<li>Practice collaborative problem-solving.<\/li>\n<li>Exercise curiosity and creativity by designing a procedure to test a hypothesis.<\/li>\n<li>Gain appreciation for the role of experimentation in science.<\/li>\n<li>Test important laws and rules.<\/li>\n<\/ul>\n<h3>A sample lesson plan for a lab class<\/h3>\n<p>This lesson plan is for a class of about 30-50 students, class time of 90 minutes.<\/p>\n<table class=\"lines\" style=\"width: 873px\">\n<tbody>\n<tr>\n<td style=\"width: 155px\">\n<h4><strong>Activity<\/strong><\/h4>\n<\/td>\n<td style=\"width: 151px\">\n<h4><strong>Duration<\/strong><\/h4>\n<\/td>\n<td style=\"width: 456px\">\n<h4><strong>Description<\/strong><\/h4>\n<\/td>\n<td style=\"width: 111px\">\n<h4><strong>Configuration<\/strong><\/h4>\n<\/td>\n<\/tr>\n<tr>\n<td style=\"width: 155px\">Welcome and admin<\/td>\n<td style=\"width: 151px\">5 minutes<\/td>\n<td style=\"width: 456px\">Welcome students, share announcements, review the class agenda including learning outcomes, introduce or refresh the topic<\/td>\n<td style=\"width: 111px\">Whole class<\/td>\n<\/tr>\n<tr>\n<td style=\"width: 155px\">Pre-assessment \u2013 <a href=\"https:\/\/kpcrossacademy.org\/techniques\/think-pair-share\/\">Think-Pair-Share<\/a><\/td>\n<td style=\"width: 151px\">5 minutes<\/td>\n<td style=\"width: 456px\">TA provides a prompt for students to reflect on individually. After a few minutes, students share their response with a partner. Optionally, student pairs can share with the whole class after.<\/td>\n<td style=\"width: 111px\">Pairs<\/td>\n<\/tr>\n<tr>\n<td style=\"width: 155px\">Demonstration<\/td>\n<td style=\"width: 151px\">20 minutes<\/td>\n<td style=\"width: 456px\">TA demonstration of the lesson\u2019s topic, including any lab safety procedures and overview of the steps\/tasks of the lab.<\/td>\n<td style=\"width: 111px\">Whole class<\/td>\n<\/tr>\n<tr>\n<td style=\"width: 155px\">Practice<\/td>\n<td style=\"width: 151px\">40 minutes<\/td>\n<td style=\"width: 456px\">Students work in small groups. TA walks around and assists.<\/p>\n<p>Students to take notes throughout the lab (can use a technique such as <a href=\"https:\/\/kpcrossacademy.ua.edu\/techniques\/guided-notes\/\">Guided Notes<\/a>). TA gathers one to two small groups together to answer questions and provide further demonstrations if needed.<\/td>\n<td style=\"width: 111px\">Groups of 2-3<\/td>\n<\/tr>\n<tr>\n<td style=\"width: 155px\">Post-assessment<\/td>\n<td style=\"width: 151px\">Remaining time<\/td>\n<td style=\"width: 456px\">Students submit reports to TA. TA provides feedback to the whole class on frequent occurrences observed.<\/td>\n<td style=\"width: 111px\">Whole class<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<p>&nbsp;<\/p>\n<p><a href=\"http:\/\/opentextbooks.concordia.ca\/ta-guide\/wp-content\/uploads\/sites\/67\/2024\/08\/TA-Guidebook-Lesson-Plans-Laboratory.docx\">Download the sample laboratory lesson plan as a Word document<\/a><\/p>\n<h4>Preparation needed<\/h4>\n<p>Prompt question, guided notes template, lab materials &amp; procedures<\/p>\n<hr class=\"before-footnotes clear\" \/><div class=\"footnotes\"><ol><li id=\"footnote-76-1\">For more instructional strategies, <a href=\"https:\/\/kpcrossacademy.ua.edu\/\">The K. Patricia Cross Teaching Academy<\/a> has an extensive library of resources with video explanations and a downloadable guide that work across disciplines. You can filter by activity type to find one that suits your class the best. These activities can be adapted to better suit your discipline, context and students.  <a href=\"#return-footnote-76-1\" class=\"return-footnote\" aria-label=\"Return to footnote 1\">&crarr;<\/a><\/li><li id=\"footnote-76-2\">Public speaking is a skill that needs to be developed and practiced, so don\u2019t worry if it doesn\u2019t come naturally at first! For more guidance you can consult these tips from Student Success Centre for <a href=\"https:\/\/www.concordia.ca\/students\/success\/learning-support\/resources\/oral-presentations\/delivering-a-presentation.html\">Delivering an oral presentation<\/a> or some courses offered by GradProSkills on Public speaking. <a href=\"#return-footnote-76-2\" class=\"return-footnote\" aria-label=\"Return to footnote 2\">&crarr;<\/a><\/li><li id=\"footnote-76-3\">Small group critique can be a great alternative to a full class critique, which can heighten anxiety and lower attention span. Another alternative critique format is anonymous critique. <a href=\"https:\/\/teaching.temple.edu\/sites\/teaching\/files\/resource\/pdf\/5_Best_Practices_for_Critiques%20%5BAccessible%5D_0.pdf\">Click here to read more on how to facilitate effective, yet sensitive critiques.<\/a> <a href=\"#return-footnote-76-3\" class=\"return-footnote\" aria-label=\"Return to footnote 3\">&crarr;<\/a><\/li><\/ol><\/div>","protected":false},"author":79,"menu_order":4,"template":"","meta":{"pb_show_title":"on","pb_short_title":"","pb_subtitle":"","pb_authors":[],"pb_section_license":""},"chapter-type":[48],"contributor":[],"license":[],"class_list":["post-76","chapter","type-chapter","status-publish","hentry","chapter-type-numberless"],"part":68,"_links":{"self":[{"href":"https:\/\/opentextbooks.concordia.ca\/ta-guide\/wp-json\/pressbooks\/v2\/chapters\/76","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/opentextbooks.concordia.ca\/ta-guide\/wp-json\/pressbooks\/v2\/chapters"}],"about":[{"href":"https:\/\/opentextbooks.concordia.ca\/ta-guide\/wp-json\/wp\/v2\/types\/chapter"}],"author":[{"embeddable":true,"href":"https:\/\/opentextbooks.concordia.ca\/ta-guide\/wp-json\/wp\/v2\/users\/79"}],"version-history":[{"count":13,"href":"https:\/\/opentextbooks.concordia.ca\/ta-guide\/wp-json\/pressbooks\/v2\/chapters\/76\/revisions"}],"predecessor-version":[{"id":347,"href":"https:\/\/opentextbooks.concordia.ca\/ta-guide\/wp-json\/pressbooks\/v2\/chapters\/76\/revisions\/347"}],"part":[{"href":"https:\/\/opentextbooks.concordia.ca\/ta-guide\/wp-json\/pressbooks\/v2\/parts\/68"}],"metadata":[{"href":"https:\/\/opentextbooks.concordia.ca\/ta-guide\/wp-json\/pressbooks\/v2\/chapters\/76\/metadata\/"}],"wp:attachment":[{"href":"https:\/\/opentextbooks.concordia.ca\/ta-guide\/wp-json\/wp\/v2\/media?parent=76"}],"wp:term":[{"taxonomy":"chapter-type","embeddable":true,"href":"https:\/\/opentextbooks.concordia.ca\/ta-guide\/wp-json\/pressbooks\/v2\/chapter-type?post=76"},{"taxonomy":"contributor","embeddable":true,"href":"https:\/\/opentextbooks.concordia.ca\/ta-guide\/wp-json\/wp\/v2\/contributor?post=76"},{"taxonomy":"license","embeddable":true,"href":"https:\/\/opentextbooks.concordia.ca\/ta-guide\/wp-json\/wp\/v2\/license?post=76"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}