dc.contributor.author | DAVID, Olga | |
dc.date.accessioned | 2019-11-09T13:41:55Z | |
dc.date.available | 2019-11-09T13:41:55Z | |
dc.date.issued | 2011 | |
dc.identifier.citation | DAVID, Olga. Alternatives to formal planning. In: Microelectronics and Computer Science: proc. of the 7th intern. Conf., September 22-24, 2011. Chişinău, 2011, vol. 1, pp. 298-299. ISBN 978-9975-45-174-1. | en_US |
dc.identifier.isbn | 978-9975-45-174-1 | |
dc.identifier.uri | http://repository.utm.md/handle/5014/6486 | |
dc.description.abstract | Before the teacher goes into a lesson, it helps to be clear about what he wants to do. A lot is going to happen on the spot in the class – he can't ever completely predict how learners will respond to anything - but the better prepared he is, the more likely it is that he will be ready to cope with whatever happens. It is possible to teach without any pre-planning, but planning increases the number of options. Although training courses tend to ask to prepare detailed written plans, it's important to realise that planning is essentially a thinking skill. Planning is imagining the lesson before it happens. It involves prediction, anticipation, sequencing, organizing and simplifying. | en_US |
dc.language.iso | en | en_US |
dc.publisher | Technical University of Moldova | en_US |
dc.rights | Attribution-NonCommercial-NoDerivs 3.0 United States | * |
dc.rights.uri | http://creativecommons.org/licenses/by-nc-nd/3.0/us/ | * |
dc.subject | planning | en_US |
dc.subject | pedagogy | en_US |
dc.title | Alternatives to formal planning | en_US |
dc.type | Article | en_US |
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