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Grammar School Teaching and Leadership for TPA Certificate Tracks
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LECTURES
Lecture 1: Building on a Strong Foundation4 Topics|1 Quiz -
Lecture 2: Teaching with Excellence in the Grammar School2 Topics|1 Quiz
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Lecture 3: Classroom Management Conducive to Learning3 Topics|1 Quiz
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Lecture 4: Shepherding the Grammar School Student's Heart3 Topics|1 Quiz
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Lecture 5: Partnering with Parents2 Topics|1 Quiz
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Lecture 6: Developing a Growth Mind-Set3 Topics|1 Quiz
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Lecture 7: More Effective Lesson Planning3 Topics|1 Quiz
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Lecture 8: Teaching Reading in the Grammar School3 Topics|1 Quiz
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Lecture 9: Total Participation Techniques4 Topics|1 Quiz
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Lecture 10: Teaching with the Brain in Mind3 Topics|1 Quiz
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Lecture 11: Building a Culture of Learning in a Grammar School3 Topics|1 Quiz
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DISCUSSIONSDiscussion 1: Lori Jill's Journey into Classical Education
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Discussion 2: What Makes a Great Grammar School Teacher?
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Discussion 3: How to Develop a Great Grammar School
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END OF COURSE TESTEnd of Course Test: Grammar School Teaching and Leadership for TPA Certificate Tracks1 Quiz
Lesson 10,
Topic 3
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Discussion Questions
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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?
