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- Perfectly Clear Essentials 3 6 3 1515 Circle Dr
- Game 3.6
- Game Sieu Cap Truyen Tranh 3.6
- Perfectly Clear Essentials 3 6 3 1515 Circle Drive
Perfectly Clear Essentials 3 6 3 1515 Circle Dr
Chapter 3:Game 3.6
HowGame Sieu Cap Truyen Tranh 3.6
We TeachPerfectly Clear Essentials 3 6 3 1515 Circle Drive
- This chapter describes the simple elements of an effective lesson that are still all too rarely implemented. Do you believe that all teachers are perfectly clear on these elements? Is there a need in your school to revisit these elements and provide a slow, careful review (a 'refresher course') on these elements? Would it be a good idea to share the evidence of the stunning and immediate impact these elements would have if consistently implemented in a school?
- How could you or your leadership team or faculty ensure that these simple, well-known elements are finally implemented? What actions and routines could you initiate to ensure their consistent implementation?
- Does 'lecture' in your school resemble the kind of engaging 'interactive lecture' described on pp. 68–73 in this chapter?
- Review curriculum topics, standards, and units in any subject area for which 'interactive lecture' would be enormously effective and engaging for students.
- What elements of the 'literacy template' (see p. 74) make it engaging—no matter how often you employ it—in any subject area?
- After selecting any course in your curriculum, designate which parts of the curriculum could be taught with either (or both) of the templates. Try to approximate the percentage of the curriculum for which you could productively employ one or both of the two templates.
- Revisit this question: Have we—all practitioners—made a thorough case for the three priorities described on pp. 10–11? Have we made the case for the stunning and immediate impact that these priorities would have on student learning and college and career preparation? How could we do this? On what occasions? How often should we revisit, clarify, and reinforce these priorities?