Υλικό, το οποίο ο εκπαιδευόμενος πρέπει να μελετήσει κατά τη διάρκεια της ενότητας, καθώς και επιπλέον υλικό για περαιτέρω μελέτη.
Υποχρεωτική Μελέτη: | ||
1) Bill Cope & Mary Kalantzis (2011) ‘Design’ in Principle and Practice: A Reconsideration of the Terms of Design Engagement, The Design Journal, 14 (1), 45-63 http://dx.doi.org/10.2752/175630610X12877385838768 2) https://newlearningonline.com/learning-by-design/quick-start 3) Wiggins, G., & McTighe, J. (2006). Understanding by Design (2nd ed.). Upper Saddle River, NJ: Pearson Prentice Hall. 4) Essays, UK. (November 2018). Schemes of Work. Retrieved from https://www.ukessays.com/courses/education/planning/schemes/lecture.php?vref=1 | ||
Περαιτέρω Διερεύνηση: | ||
1) Heddi Craft & Paul D. Bland (2004). Ensuring Lessons Teach the Curriculum with a Lesson Plan Resource, The Clearing House: A Journal of Educational Strategies, Issues and Ideas 78(2), 88-94 https://doi.org/10.3200/TCHS.78.2.88-94 2) Peter D. John, (2006). Lesson planning and the student teacher: re‐thinking the dominant model, Journal of Curriculum Studies, 38(4), 483-498 https://doi.org/10.1080/00220270500363620 3) Linda Enow & Andrew Goodwyn (2018). The invisible plan: how English teachers develop their expertise and the special place of adapting the skills of lesson planning, English in Education 52(2), 120-134 https://doi.org/10.1080/04250494.2018.1438119 4) Toshiakira Fujii (2019) Designing and Adapting Tasks in Lesson Planning: A Critical Process of Lesson Study. In: Huang R., Takahashi A., da Ponte J. (eds) Theory and Practice of Lesson Study in Mathematics. Advances in Mathematics Education. Springer, Cham. https://doi.org/10.1007/978-3-030-04031-4_33 | ||
