'lesson structure' is a correct and usable phrase in written English.
An example of using it would be: "I found the lesson structure to be well organized and easy to understand." This phrase can be used in a variety of contexts, such as an academic essay, a report, or a speech.
The lesson: Structure can be stifling to a merry band of rebels conspiring on the next new thing.
Perceived understandability and lesson structure as well as perceived practical relevance of instructional contents were positively related to students' enjoyment of lessons.
While the videos are pitched to gifted elementary and middle school students, the lesson structure and concepts can be adapted for younger or older students.
Researchers have also found that teachers in Japan (Whitman and Lai, 1990) and Singapore (VanTassel-Baska et al., 2008) focused more on critical thinking and lesson structure, when compared to U.S. teachers who focused more on discipline and rules.
The researchers used an observation protocol that focused on mathematics and/or science content, lesson structure and instructional delivery, connections to STEM contexts and careers, and student mathematical and/or scientific activity (e.g., problem solving, reasoning, justification).
It may include knowledge of theories of learning, general principles and approaches to instruction and assessment, lesson structure, classroom organization and management, student motivation, and other knowledge of learners (e.g., Shulman 1987; Grossman and Richert 1988; Morine-Dershimer and Kent 1999; König et al. 2014).
Andrea Hillbrick's Tuning in with Task Cards includes a teaching lesson structured around the boy's shopping list from the story.
The range of perspectives of early childhood science education raises the question of how effectively early elementary students can learn from lessons structured to teach evolution.
However, now that the National Science Standards NRCC 1996) and some state science standards (FLDOE 2008) call for increased attention to evolution in the elementary grades, there is even greater warrant to develop, deliver, and investigate the effectiveness of lessons structured to teach young learners evolution concepts.
This gives them the chance to familiarize themselves with its complexity and to learn a valuable lesson: a structure cannot be fully gauged by its facade.
Contrary to what the other teachers reported, these two teachers found ways to be "creative" within the required lesson planning structure.
