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Graduate students are often tasked with leading discussion sections, yet graduate departments sometimes do not provide adequate training During the first year in my Ph.D. program, I remember my cohort and I feeling unsure about what we needed to do in a discussion section since, for many of us, our undergraduate institutions did not offer discussion sections. Even if you have experience being a student in a discussion section, it can be difficult to know how to plan your clas*es.  The goal of this guest blog post is to help ease graduate student anxieties about what to do in discussion sections by providing a Before describing my recommended structure, I'd like to point out that the first task you should complete when designing your discussion section is to ask your instructor of record what expectations they have of you and the discussion sections. Getting clarity on those expectations up front will make things easier down the road.  Unless I get specific guidance to do otherwise, the format of my discussion sections is clas* announcements, a mini-lecture reviewing Clas* announcements  A good way to start clas*es is with clas* announcements. Make sure to leave plenty of time for student questions, especially in weeks with upcoming as*ignment deadlines. After that, I either transition into a A MINI-LECTURE REVIEWING THE KEY CONCEPTS OF THE WEEK  I review the key concepts of the week in a mini-lecture in PowerPoint. Your mini-lecture can be from 5 to 15 minutes and should cover the substantive arguments from the readings and lectures and how the arguments are supported. I use clear language and word choice in my mini-lectures and large font sizes in my PowerPoints to help create an inclusive clas* environment for students with disabilities and for students for whom English is not their first language. At the end of Discussion sections offer an important learning opportunity for students to discuss course concepts with each other that they may not