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clase 1
Las 7 cabritas cristy
Las 7 cabritas cristy
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La vaca estudiosa cristy
La vaca estudiosa cristy
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Globo cristy
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clase
Anexo clase 1
Anexo clase 1
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clase 2
Guia clase 2 terminada
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Guia clase 4 terminada
Maca Vargas Arias
Guia clase 3 terminada
Guia clase 3 terminada
Maca Vargas Arias
Guía n°1
Guía clase 1 terminada
Guía clase 1 terminada
Maca Vargas Arias
clase 4
Guion clase4 terminada
Guion clase4 terminada
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3
Guion clase 3 terminada
Guion clase 3 terminada
Maca Vargas Arias
Guion clase 2 terminada
Guion clase 2 terminada
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guion 1
Guion clase 1 terminado
Guion clase 1 terminado
Maca Vargas Arias
Guion n°1
Guion clase 1
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clA
Evaluacion clase 6 termina do
Evaluacion clase 6 termina do
Maca Vargas Arias
5
Evaluacion clase 5 terminada
Evaluacion clase 5 terminada
Maca Vargas Arias
clase 4
Instrumento evaluativo del tipo observación
Instrumento evaluativo del tipo observación
Maca Vargas Arias
E
Evaluacion clase 3 terminada
Evaluacion clase 3 terminada
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clase n°2
Evaluacion clase 2 terminada
Evaluacion clase 2 terminada
Maca Vargas Arias
Cl
Evaluacion clase 1 terminada
Evaluacion clase 1 terminada
Maca Vargas Arias
https://medicaleducationelearning.blogspot.com/2024/02/using-micro-scholarship-to-incentivize.html
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In BC’s nearly-decade-old “new” curriculum, the curricular competencies describe the processes that students are expected to develop in areas of learning such as mathematics. They reflect the “Do” in the “Know-Do-Understand” model. Under the “Communicating” header falls the curricular competency “Explain and justify mathematical ideas and decisions.” Note that it contains two processes: “Explain mathematical ideas” and “Justify mathematical decisions.” I have broken it down into its separate parts in order to understand--or reveal--its meaning. The first part is commonplace in classrooms. By now, BC math teachers—and students—understand that “Explain mathematical ideas” means more than “Show your work.” Teachers consistently ask “What did you do?” and “How do you know?” This process is about retelling, not just of steps but of thinking. The second part happens less frequently. Think back to the last time that you observed a student make—a necessary precursor to justify—a mathematical decision. “Justify” is about defending. Like “explain,” it involves reasoning; unlike “explain,” it also involves opinion and debate. In order to reinterpret the curricular competency “Explain and justify mathematical ideas and decisions,” I will continue to take apart its constituent part “Justify mathematical decisions” and carefully examine the term “mathematical decisions.” What, exactly, is a “mathematical decision”? Below, I will categorize answers to this question. These categories, and the provided examples, may help to suggest new opportunities for students to justify.
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