I tend to have the opposite view — a more piecemeal approach allows you to focus on the module of knowledge/skill. That should guide your approach to structuring the ‘pieces’; think about the smallest unit of educational value that the student should need. If you don’t know how to measure whether or not the student has learned that ‘piece’ then it either hasn’t been defined well enough or it wasn’t useful in the first place.

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EdTech entrepreneur, passionate about improving education impact through tech and research-driving practice. Former consultant and engineer. Harvard MBA.

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