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by Robert J. Marzano
Table of Contents
In this era of standards, many schools and school districts have identified specific content that should be taught at specific grade levels in specific courses. However, teachers are still free to organize this content into units of their design. Even when a school district or school identifies specific units that must be taught, teachers still have a great deal of flexibility in terms of how those units are structured.
There is no one best way to design a unit. This chapter addresses the various ways that a teacher might construct a unit and the lessons within that unit. To a great extent, this design question is a metaquestion. It organizes the previous nine.
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