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In 6 he restates these trig ratios from a prior lesson.
If it is shared knowledge, the source may be a prior move in the lesson, or a prior lesson.
In 11, a student proposes an activity you can contract them, recalling the prior lesson and displaying reasoning.
The dK1 focus question invites students to display their knowledge, adding a memory prompt from a prior lesson.
K1 class Elaborate technical field remind prior lesson scientific word, solid, liquid, gas, form Remember, So can we highlight 'change of state'.
But more than [implicit: So what must be happening in the clouds?] S condensation K2 S9 Propose item recall prior lesson condensation There's more condensation that's happened.
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Knowledge may be shared through prior learning cycles or prior lessons, or it may be from teachers' or students' individual experience beyond the lesson sequence.
Spoken sources in the classroom discussion are teachers' and students' knowledge, that may be shared through prior learning cycles or prior lessons, or may be their individual knowledge.
He reads the expressions he is writing at each step, points to the diagram, restates the formula from prior lessons, reads the labels, writes this data in the expression, and reads it again.
In 8 9 (Table 21), the teacher prepares by inviting reasoning about an activity of arterioles, and reminding about knowledge from prior lessons because they've got a smooth muscle wing.
Perhaps the most complex example here was Table 9 (NESA 2017), in which the teacher recorded a trig ratio by repeatedly pointing, restating and rephrasing elements of the expression from the text and diagram on the board, and from prior lessons, alternately directing students' attention, imparting knowledge and modelling reasoning.
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Since I tried Ludwig back in 2017, I have been constantly using it in both editing and translation. Ever since, I suggest it to my translators at ProSciEditing.

Justyna Jupowicz-Kozak
CEO of Professional Science Editing for Scientists @ prosciediting.com