Why does āaskingā help more than simply āreviewingā?
Glaucio Aranha * In many classrooms, the practice of āreviewingā before an assessment usually appears as a kind of return to the content: the teacher revisits the explanation, the student rereads the material, the class returns to the board, the slide, or the summary, expecting that familiarity with the subject will produce learning. There is, indeed, pedagogical value in returning to themesā¦








