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| Línea 14: |
Línea 14: |
| | *Utilice la comprensión de lo que saben los estudiantes al diseñar las tareas, de modo que no sean inadvertidamente sometidos a la vergüenza. | | *Utilice la comprensión de lo que saben los estudiantes al diseñar las tareas, de modo que no sean inadvertidamente sometidos a la vergüenza. |
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| − | == Lecciones sugeridas == | + | == Lecturas sugeridas == |
| | # Hamman, L.A.; Stevens, R.J. (2003). Instructional approaches to improving students’ writing of compare–contrast essays: An experimental study. ''Journal of literacy research, 35''(2), 731. | | # Hamman, L.A.; Stevens, R.J. (2003). Instructional approaches to improving students’ writing of compare–contrast essays: An experimental study. ''Journal of literacy research, 35''(2), 731. |
| | # Harnett, P. (1993). Identifying progression in children’s understanding: The use of visual materials to assess primary school children’s learning in history. ''Cambridge journal of education, 23''(2), 137. | | # Harnett, P. (1993). Identifying progression in children’s understanding: The use of visual materials to assess primary school children’s learning in history. ''Cambridge journal of education, 23''(2), 137. |