I’ve noticed that the slides n°3 and n°10 are the same (the n°10 should be the answers of the division by 25 of slide n°9).
A very clear exemple to me of the parse an pace aspects of the RaPID model through constructive variations and engaging assesment evenly distributed all along the sequence. I was already using variation theory in my teaching but mostly in the exercises and less in the lesson section of one unit. This encourages me to reconsider.
Thanks for this course,