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Text Elements
Promotion of conceptual disciplinary understanding
Connection of disciplinary content to practical examples or learner lives
Current news or popular media used to connect to the issue
Related content to prior learning
Issues focused from the outset, and throughout the lesson
Consideration of the disciplinary epistemic norms (e.g., nature of science, nature of history)
Summative or formative assessment of 3
Focus on disciplinary practices (e.g., arguing like a historian, scientific modeling, evidence evaluation)
Provision of scaffolding resources
Evidence students are engaged in these activities
Summative or formative assessment of this
Students collect or analyze evidence regarding the issue
Focus on different perspectives on the issue
Students assess 4
Focus on social or political aspects of the issue
Students consider and negotiate 5
Provision of opportunities for self-reflection and metacognition regarding learning
Teacher facilitates learning rather than authority
Teacher has clear expertise on the lesson content
Students engage with ethical aspects of the issue
Classroom is collaborative and interactive
Respect between students and teachers is mutual
Mapping features of the Observation Protocol from Topçu, Foulk, Sadler, Pitiporntapin, Atabey, 2018
Learning activity
Learning target
Pre-requisite of
Positive learning environment