Please use this identifier to cite or link to this item: http://hdl.handle.net/10497/1759
Title: 
Authors: 
Issue Date: 
1990
Citation: 
Teaching and Learning, 11(1),15-22
Abstract: 
Stepping out of your class, you are confident that the lesson on geometry was a success, but the next day, when you ask the
students to summarize what they learned yesterday, you get blank stares and vague answers. When you reassess yesterday's
presentation, you're still satisfied and happy with your motivational materials, your use of interesting learning activities and your students' level of interest and attentiveness, but now you realise that
there was something missing. But what?
In investigating why students are unable to recall key concepts, all factors must be. considered. The effectiveness of your
presentation, the appropriateness of the activities and students' concentration levels affect whether they have mastered the lesson.
But if however you feel confident of those areas, then there is a fourth factor you should consider: did you set aside some time for closure at the end of the lesson?
URI: 
ISSN: 
0129-7112
Appears in Collections:Journal Articles - Teaching and Learning

Files in This Item:
File Description SizeFormat 
TL-11-1-15.pdf66.3 kBAdobe PDFThumbnail
View/Open
Show full item record

Page view(s) 5

148
Last Week
0
Last month
checked on May 19, 2019

Download(s) 5

505
checked on May 19, 2019

Google ScholarTM

Check


Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.