Unformatted text preview: • What framework will assemble the activities in a progressive/scaffolded order? • What types of discussion questions will be asked? Give examples. • What activities will reach diverse interests, abilities, and learning styles? • What activities will be student-centered and interactive ? (6) Reflections (after the lesson is taught; not to be included in the lesson plans for this course) • What “worked” and did not “work”? • What problems arose? • How did you and the lesson “meet” and/or “miss” the different students? • What learning was made possible, and what learning was impossible, through this lesson? • What might have been the hidden curriculum in this class? • How did the lesson address classism, racism, sexism, heterosexism, and other –isms? • Did students “learn through crisis”? • Were students left with questions as well as “answers”? • What might you do differently next time?...
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This note was uploaded on 10/27/2009 for the course ED 200 taught by Professor Kayfujiyoshi during the Spring '09 term at Ill. Chicago.
- Spring '09