The Five Minute Teach: Instructional Design to Support TA Training and Writing Instruction in the Sciences

• Published in: Journal of college science teaching Vol. 47; no. 6; pp. 66 - 73
• Main Authors: Harding, Lindsey, Lane, A. Kelly
• Format: Journal Article
• Language: English
• Published: Abingdon National Science Teachers Association 01.07.2018; Taylor & Francis Ltd
• Subjects: Behavioral Objectives; College instruction; Content Area Writing; Creative writing; Educational Environment; Educational Practices; Educational Research; Educational Strategies; Graduate students; Higher education; Instructional Design; Instructional Effectiveness; Learner Engagement; Learning; Lesson Plans; Outcomes of Education; Participant Satisfaction; Pedagogy; Preservice Teachers; Professional Development; Qualitative Research; RESEARCH and TEACHING; Research Methodology; Science Curriculum; Science Education; Statistical Analysis; Student Needs; Student Surveys; Teaching Assistants; Teaching Methods; Time Management; Training; Training Methods; Undergraduate Students; Writing Instruction
• ISSN: 0047-231X; 1943-4898
• DOI: 10.2505/4/jcst18_047_06_66

The Five Minute Teach (5MT) serves as both a training tool for graduate teaching assistants (TAs) and a format for explicit disciplinebased writing instruction. Here the authors describe the development and execution of the 5 MT as part of a professional development course for TAs in the sciences. Specifically, the 5 MT uses learning objectives and a structured lesson plan template to help TAs design writing-related activities. In addition, the 5 MT encourages TAs to provide undergraduate students with additional writing support in courses that have limited time for adapting instruction to meet student needs. The authors used surveys and reflection prompts about the 5 MT to gather self-report data from TAs in a writing-intensive pedagogy course. Data collected show that TAs view the 5 MT as a creative, effective way to practice designing lessons that engage students in learning the conventions of scientific writing. They also believe the 5 MT approach can help undergraduates improve their writing in small, yet productive, increments. In conclusion, the 5 MT serves as a pedagogical training tool as well as a potential intervention to improve writing instruction in undergraduate science courses and could benefit TAs in a variety of disciplines.