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From your Learner’s perspective, consider and discuss how you explain your processes.

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From your Learner’s perspective, consider and discuss how you explain your processes.

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From your Learner’s perspective, consider and discuss how you justify your choices of source materials.

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From your Learner’s perspective, consider and discuss how you justify your choices of source materials.

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Discuss and record how you teach and facilitate excellent use of the student journal.

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Discuss and record how you teach and facilitate excellent use of the student journal.

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Discuss and write down (or link) strategies and activities you use to teach students how to write successful commentaries. 

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Discuss and write down (or link) strategies and activities you use to teach students how to write successful commentaries. 

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Discuss and write down (or link) strategies and activities you use to teach students how to write successful rationales.

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Discuss and write down (or link) strategies and activities you use to teach students how to write successful rationales.

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Breaking down vocabulary with this method to help students define and understand.

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Looking at examples of existing research rationales (including selected exemplars). And also reliable resources on how to draft rationales.

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This resource provides a model for a way to present a rationale in writing and the language that can be used to indicate you are rationalising or justifying.

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e.g. evidence phrases:

For instance, For example, This is shown by,

To show this, To evidence this, This is apparent because, To illustrate this point,

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Different ways to help students record progress, ideas, musical decisions to help them with writing commentary. For example:

voice notes

an extra track on your DAW

written format

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Mote | fast, friendly voice notes & feedback

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Mote saves you time and builds relationships with fast, friendly voice notes & feedback. Start today at https://mote.com/signup

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e.g. using Google Sites/Slides/OneNote to structure journaling and scaffold the process.

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Collaborate with colleagues or co-practioners on carefully formulating guide questions for students to reflect on their choices of materials.

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Explore and evaluate as a class an example of source materials. If it's a group setting, they can present to the class after their discussions.

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Encourage draft submissions at certain points of the unit as evidences of process for future discussions. We ask students to plan, keep track on the changes and evaluate and revise if needed.

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Explicit teaching about sources; what different kinds there are, how to evaluate and verify, where to find good sources.

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Before - During - After opportunities to write/present etc.