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The Geneva School Grammar School Symposium

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  1. LECTURES

    Lecture 1: A Clear Definition of Classical Education
    5 Topics
    |
    1 Quiz
  2. Lecture 2: Building on a Strong Foundation
    4 Topics
    |
    1 Quiz
  3. Lecture 3: Teaching with Excellence in the Grammar School
    2 Topics
    |
    1 Quiz
  4. Lecture 4: Clear Words for Classical Education
    4 Topics
    |
    1 Quiz
  5. Lecture 5: Classroom Management Conducive to Learning
    3 Topics
    |
    1 Quiz
  6. Lecture 6: Shepherding the Grammar School Student's Heart
    3 Topics
    |
    1 Quiz
  7. Lecture 7: To What Shall I Compare Classical Education?
    3 Topics
    |
    1 Quiz
  8. Lecture 8: Partnering with Parents
    2 Topics
    |
    1 Quiz
  9. Lecture 9: Developing a Growth Mindset
    3 Topics
    |
    1 Quiz
  10. Lecture 10: Why Classical Education?
    4 Topics
    |
    1 Quiz
  11. Lecture 11: Teaching Reading in the Grammar School (Part 1)
    3 Topics
    |
    1 Quiz
  12. Lecture 12: Teaching Reading in the Grammar School (Part 2)
    3 Topics
    |
    1 Quiz
  13. Lecture 13: Implementing Classical Education
    5 Topics
    |
    1 Quiz
  14. Lecture 14: More Effective Lesson Planning
    3 Topics
    |
    1 Quiz
  15. Lecture 15: Total Participation Techniques
    4 Topics
    |
    1 Quiz
  16. Lecture 16: Teaching with the Brain in Mind
    3 Topics
    |
    1 Quiz
  17. Lecture 17: Deepening Our Understanding of Classical Education
    3 Topics
    |
    1 Quiz
  18. Lecture 18: Building a Culture of Learning in a Grammar School
    3 Topics
    |
    1 Quiz
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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?
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