Group items tagged

Without the models I cannot be sure what, precisely and specifically, each of the key criteria – well-developed, strong ideas, clearly-evident organizational plan, engages the reader, etc. – really mean.  I may now know the criteria, but without the models I don’t really know the performance standard; I don’t know how “strong” is strong enough, nor do I know if my ideas are “inappropriate.: There is no way I can know without examples of strong vs. not strong  and appropriate vs. inappropriate (with similar contrasts needed for each key criterion.)

This is why the most effective teachers not only purvey models but ask students to study and contrast them so as to better understand the performance standards and criteria in the concrete. In effect, by studying the models, the student simulates the original anchoring process and stands a far better chance of internalizing and thus independently meeting the standard.

Teachers learn to teach primarily by recalling their memories of having been taught, an average of 13,000 hours of instruction over a typical childhood.

Left to their own devices, teachers are once again trying to incorporate new ideas into old scripts, often botching them in the process.

how rarely teachers discussed their teaching methods