Module 3 — Applied Classroom Practice: Designing student-centered activities that naturally provoke and demonstrate core competencies.

1. What is the primary purpose of using the MastaLearn rubric during peer review?

2. Which of the following is a key feature of a learner-centred lesson plan?

3. When synthesizing feedback, what is the best approach for a teacher?

4. What does a 'scaffold' in a lesson plan represent?

5. Why is it important to reflect on your planning process in your portfolio?

6. How should a peer-to-peer critique be structured?

7. What is a characteristic of a 'competency-driven' lesson?

8. What happens after the peer review process in this module?

9. What is meant by 'extension pathways' in a lesson plan?

10. Which action shows 'professional self-evaluation'?

1. During peer review, you notice a colleague's lesson plan has no mention of inclusion for SEN students. What is your best response?

2. A peer tells you that your lesson plan is 'too content-heavy'. How should you react?

3. You find that your peer review feedback contradicts your own philosophy. What should you do?

4. Your lesson plan lacks a clear link to a core competency. How can you fix this?

5. You are peer-reviewing a plan that uses only one teaching method for all students. What do you suggest?

6. How can you best demonstrate 'readiness to employers' in your portfolio?

7. A student in your class struggles with abstract concepts. Your peer suggests a scaffold. What would this likely look like?

8. When writing your 'reflection' for the portfolio, what is the most important element?

9. Your peer suggests adding an extension pathway to your lesson plan. What would you add?

10. How do you handle a peer who is resistant to your feedback on their lesson plan?