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Grammar School Symposium: Introduction to Classical Education and Grammar School Teaching
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Lessons
Lesson 1: A Clear Definition of Classical Education (with Dr. Christopher Perrin)5 Topics|1 Quiz -
Lesson 2: Building on a Strong Foundation (with Lori Jill Keeler)4 Topics|1 Quiz
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Lesson 3: Clear Words for Classical Education (with Dr. Christopher Perrin)6 Topics|1 Quiz
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Lesson 4: Teaching with Excellence in the Grammar School (with Lori Jill Keeler)2 Topics|1 Quiz
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Lesson 5: To What Shall I Compare Classical Education? (with Dr. Christopher Perrin)3 Topics|1 Quiz
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Lesson 6: Classroom Management Conducive to Learning (with Lori Jill Keeler)3 Topics|1 Quiz
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Lesson 7: Why Classical Education? (with Dr. Christopher Perrin)5 Topics|1 Quiz
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Lesson 8: Developing a Growth Mindset (with Lori Jill Keeler)3 Topics|1 Quiz
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Lesson 9: Teaching with the Brain in Mind (with Lori Jill Keeler)3 Topics|1 Quiz
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Lesson 10: The Developing Models of Classical Education (with Dr. Christopher Perrin)3 Topics|1 Quiz
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End of Course TestEnd of Course Test: Grammar School Symposium: Introduction to Classical Education and Grammar School Teaching1 Quiz
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Question 1 of 5
1. Question
Learning is deeper and more durable when it is effortful.
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Question 2 of 5
2. Question
Movement is not of critical importance in a classroom.
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Question 3 of 5
3. Question
The primacy-recent effect suggests that students learn best at the beginning of a lesson (primacy) and at the end of a lesson (the most recent thing learned).
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Question 4 of 5
4. Question
Which of the following is a key practice for learning in light of brain research?
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Question 5 of 5
5. Question
Students are always “paying attention”; we must learn how to direct them to pay attention to what we seek to teach them.
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