Tables
4.1Designing deeper learning episodes: How can I increase task fidelity through alignment?
5.1Activity domains, language functions and student products in chemistry
5.3Lesson plan of the deeper learning episode ‘Producing copper out of its ore’
6.2Planning grid for a deeper learning episode in physics: ‘The physics of the rainbow’
6.4Outline of the learning episode and its relations to deeper learning
7.1Activity domains, language functions and student products in geography
7.3Assessment grid for oral explanations in geography (adapted and revised from Berg [2020, pp. 83–84])
8.1Activity domains, language functions and student products in history
9.1Activity domains, language functions and student products in politics
9.2Planning grid for a deeper learning episode in political science
10.1Activity domains, language functions and student outputs for creative literary writing in French
10.2Connecting Scarborough’s Reading Rope (2001) and Sedita’s Writing Rope (2019) with Hyland’s (2011) knowledge domains for L1 literacies and Coyle and Meyer (2021) L2 literacies
10.3Progression in descriptive writing (French) across deeper learning episodes
10.6Learner questionnaires for episode evaluation and reflection
11.2Planning grid for model deeper learning episode in religious education
11.5Assessment grid: Religious language and language of religion
12.3Modules 1–8: Organisation, methods and additional comments
13.1Four algebraic target concepts and their meanings in different forms of reasoning (Malle, 1993, p. 47; Prediger, 2020, p. 163)
