We used the guidebook to go through the different parts of the Concept Mastery Routine. We discussed the importance of using Cue, Do, Review to maintain fidelity of the routine. We then drafted a concept diagram together so he would understand the process better. He liked that the routine allows students to come up with examples and non-examples. A challenge he had was with the sometimes present characteristics because he feels science tends to lean more towards always present or not present, but because I co-taught with him in the past, we were able to come up with some content areas that might have sometimes present characteristics and I explained that it's okay to not always have sometimes present characteristics.
Draft we created together:
https://drive.google.com/file/d/1dqVIDx9G-leyvLKD9XJfOd83u9OXXMc4/view?usp=sharing
Draft we created together:
https://drive.google.com/file/d/1dqVIDx9G-leyvLKD9XJfOd83u9OXXMc4/view?usp=sharing