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|dc.identifier.citation||Journal of College Science Teaching, 2005; 34(7):20-24||en|
|dc.description||Copyright © 2005 NSTA||en|
|dc.description.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.||en|
|dc.description.statementofresponsibility||Murray Jensen, Kirsten Farrand, Leanne Redman, Tamara Varcoe, and Leana Coleman||en|
|dc.publisher||National Science Teachers Association||en|
|dc.title||Helping graduate teaching assistants lead discussions with undergraduate students: A few simple teaching strategies||en|
|dc.identifier.orcid||Varcoe, T. [0000-0002-9462-1830]||en|
|Appears in Collections:||Obstetrics and Gynaecology publications|
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