Most teachers know what an underplanned lesson feels like: awkward timing and pacing, messy transitions between stages, unconnected activities. But the opposite problem is just as real: sometimes a lesson is planned so heavily that it becomes harder to teach and harder for students to learn from. This is the problem of ‘over-staging’.
Over-staging happens when a lesson contains so many steps, transitions, flexi-stages and follow-ups that the main learning work gets squeezed. At the same time, it is hard to identify the problem in isolation: a prediction task is fine, a pair check is fine . . .
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