S2.2: Difference between revisions
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Corinbowen (talk | contribs) (Created page with "= ''Structure'' S2.2: Present an overview of the lesson = This ties into the learning outcomes for a topic (see examples in S1.1), which may be longer than a single lesson. So either the subset of learning outcomes for the topic pertaining to the specific lesson can be outlined, or a brief bulleted list (possibly corresponding to the section headings in the textbook) can be listed. This is also a good place to highlight what is important - maybe some pieces a...") |
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= ''[[Structure]]'' [[S2]].2: | = ''[[Structure]]'' [[S2]].2: Presents an overview of the lesson = | ||
This ties into the learning outcomes for a topic (see examples in [[S1.1]]), which may be longer than a single lesson. | |||
=== Practices === | |||
* This ties into the learning outcomes for a topic (see examples in [[S1.1]]), which may be longer than a single lesson. | |||
=== Activities === | |||
* Either the subset of learning outcomes for the topic pertaining to the specific lesson can be outlined, or a brief bulleted list (possibly corresponding to the section headings in the textbook) can be listed. | |||
** This is also a good place to highlight items of particular importance. Maybe some pieces are preliminary to building up a formula that will be used repeatedly, or a key idea will be developed on which other concepts will be based. Making sure to point out to students what is critical, important information is valuable and helps focus their attention. | |||
Latest revision as of 13:35, 11 August 2022
Structure S2.2: Presents an overview of the lesson
Practices
- This ties into the learning outcomes for a topic (see examples in S1.1), which may be longer than a single lesson.
Activities
- Either the subset of learning outcomes for the topic pertaining to the specific lesson can be outlined, or a brief bulleted list (possibly corresponding to the section headings in the textbook) can be listed.
- This is also a good place to highlight items of particular importance. Maybe some pieces are preliminary to building up a formula that will be used repeatedly, or a key idea will be developed on which other concepts will be based. Making sure to point out to students what is critical, important information is valuable and helps focus their attention.
