I never much liked writing the conclusion of an essay, and my lesson consolidation is typically “let’s review what the goal was and I’ll remind you about your homework.”
After completing lesson 3.1, I’m recognising how important this step is for a curiosity based lesson! I still have some questions:
- With the open ended nature of these tasks, students can solve using very simple measures (additive instead of multiplicative), then tune out when you consolidate with more complex solutions. How do we engage these students into the value of their peer’s approach as something they could do as well?
- As teachers, we have specific curriculum goals and techniques we need students to learn, and the goal often shows up at the end of a three act task. How do we avoid vibes of funneling students into a specific approach, even though we’re kind of required by curriculum to do so?
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