Please use this identifier to cite or link to this item:
|Title:||Helping graduate teaching assistants lead discussions with undergraduate students: A few simple teaching strategies|
|Citation:||Journal of College Science Teaching, 2005; 34(7):20-24|
|Publisher:||National Science Teachers Association|
|Murray Jensen, Kirsten Farrand, Leanne Redman, Tamara Varcoe, and Leana Coleman|
|Abstract:||Graduate Teaching Assistants (GTAs) are frequently asked to lead discussion groups. These groups generally take the form of tutorials, review sessions, or problem-based learning classes. In their preparation, what to teach is often emphasized over how to teach. The primary intent of this article is to provide a few simple teaching strategies for GTAs, but our ideas are germane to any biology educator.|
|Description:||Copyright © 2005 NSTA|
|Appears in Collections:||Obstetrics and Gynaecology publications|
Files in This Item:
There are no files associated with this item.
Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.