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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.