M 175T, Fall 07

# Guidelines for Leading Class

-> Please do not look at any
problem to be done in class (except the one you will lead) until after
it has been discussed in class.

### A. Before class:

- Try the problem yourself before
looking at the hints, answers, or
solutions. This can help give you some feel for where other students
may have difficulties.
- If you get really stuck, look at the hints, then try some
more. If
you still get stuck, then it's OK to look at the solutions. If you are
still stuck, talk with someone else to see if they can help.
- Think about whether the problem could be presented in a
better way.
If so, use that better way when you give the problem to the
class. But be sure not to make the presentation so easy that the
problem becomes a matter of following a procedure rather than thinking
and figuring out. One thing in particular to think about is if the
problem uses any terminology that might need to be clarified.
- Also think about whether more hints might be needed; if so,
come
prepared to give them if needed.
- Decide whether you will have the class work on the problem
individually or in pairs.
- Unless the problem statement is short enough to write the
problem on
the board, bring a copy of the problem (but not hints or solutions!)
for every group that will work on the problem. If you do not modify the
problem, try to use the PDF rather than the HTML version. Bring a
copy for me, too.
- Make sure any supplies (ruler, etc.) needed are available.
Either
ask the class in advance to bring them, or provide them yourself, or
check (at least a day in advance) to see if I can provide them.
- Try to come prepared with an extension to give in case some
students
finish the tasks before others.
- You may choose to bring copies of hints (including ones you
have
decided to add) and/or solutions to pass out after the problems are
discussed, but this is not necessary.

### B. In class:

- Tell the class the "point(s)" of the problem. Depending on
the
problem, you may want to do this before the class works on the problem,
or after -- or ask the class after they have solved the problem what
the purpose(s) were.
- Be sure to give any preparation needed (e.g., make sure
terminology
is understood) before having the class work on the problem.
- Pay attention to your classmates' progress in solving the
problems.
Give hints or other scaffolding as needed.
- Lead the class in a discussion of the problem, its
solution(s), and
what might be learned from it after everyone has solved the problem (or
sooner, if you decide that is appropriate -- e.g., if class time is
almost over and most have solved the problem)