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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
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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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