This series of posts is about the habits of teaching; the things we do every day; the strategies and attitudes that define our default mode. These are the characteristics of lessons that feel outstanding as soon as you walk in… no tricks, no gizmos, just embedded routine practice.
The first was about Probing Questions. This second post is about the general pitch and tone of a lesson. At KEGS ‘Rigour and Scholarship’ is our phrase of the moment, taken from our Zest for Learning jigsaw. It helps us to define the spirit of what we are trying to achieve and where we need to improve. The idea of rigour goes to the heart of what I have described as a ‘Total Philosophy of G&T’. In formal or drop-in observations, it is always true that great lessons are characterised…
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OK, so I put it on IMMI trying to be good, but I keep forgetting I put it there so I will put it here too… 🙂
Students will answer the question in critical essay form : “How does Baz Luhrmann’s cinematic interpretation change or reinforce the key ideas and themes of Shakespeare’s Romeo and Juliet ? Reference must be made to specific scenes/episodes in the narrative. (1000 words)
Due Friday 17 June – email it to me by 4:00pm please 🙂
Review location worksheet homework.
‘Online presence’ (p367 old text)
Home-based businesses (p368)
Well, for starters …
I guess that’s 2015 picture. Looks eerily similar to the last two…