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Designing feedback processes
Self-regulated learning can be learned
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Guiding Formative Action: The Role of a Pedagogical Roadmap
no time for formative action
No Time for Formative Action
Feedback and desirable difficulties
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Building Thinking Classrooms in History
How do you help students integrate desirable difficulties into their learning?
desirable difficulties
No pain, no gain – on desirable difficulties
Developing a sense for quality
How can formative action contribute to self-regulated learning?

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