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Grammar School Teaching and Leadership

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  1. Lessons

    Lesson 1: Building on a Strong Foundation (Preview Content)
    4 Topics
    |
    1 Quiz
  2. Lesson 2: Teaching with Excellence in the Grammar School
    2 Topics
    |
    1 Quiz
  3. Lesson 3: Classroom Management Conducive to Learning
    3 Topics
    |
    1 Quiz
  4. Lesson 4: Shepherding the Grammar School Student's Heart
    3 Topics
    |
    1 Quiz
  5. Lesson 5: Partnering with Parents
    2 Topics
    |
    1 Quiz
  6. Lesson 6: Developing a Growth Mind-Set
    3 Topics
    |
    1 Quiz
  7. Lesson 7: More Effective Lesson Planning
    3 Topics
    |
    1 Quiz
  8. Lesson 8: Teaching Reading in the Grammar School (Part 1)
    3 Topics
    |
    1 Quiz
  9. Lesson 9: Teaching Reading in the Grammar School (Part 2)
    3 Topics
    |
    1 Quiz
  10. Lesson 10: Total Participation Techniques
    4 Topics
    |
    1 Quiz
  11. Lesson 11: Teaching with the Brain in Mind
    3 Topics
    |
    1 Quiz
  12. Lesson 12: Building a Culture of Learning in a Grammar School
    3 Topics
    |
    1 Quiz
  13. Discussions
    Discussion 1: Lori Jill's Journey into Classical Education
  14. Discussion 2: What Makes a Great Grammar School Teacher?
  15. Discussion 3: How to Develop a Great Grammar School
  16. End of Course Test
    End of Course Test: Grammar School Teaching and Leadership
    1 Quiz
Lesson Progress
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  • Discuss how you use the beginning, middle, and end of a teaching lesson. What changes might you make to how you arrange a lesson in light of the primacy-recency effect?
  • What might you do to facilitate more self-testing on the part of students?
  • How might you work in more retrieval practice into your teaching?
  • How might you work in more varied practice (distributed practice) into your teaching?
  • How might you encourage students to connect prior knowledge to the new knowledge you present in your lessons?
  • How might you work more repeated practice or review into your lessons to make learning permanent?
  • What does Lori Jill mean when she says that we should embrace “desirable difficulty”? How can difficulty be helpful to our students?