Sildenafil + Tadalafil più economico senza prescrizione medica Quanto tempo per Sildenafil + Tadalafil generico per lavorare? Comprare Sildalis online Acquistare Sildalis Sildenafil + Tadalafil
Stendra Super Force generico all’ingrosso Valutazione 4.6 sulla base di 352 voti. Nome del prodotto: Stendra Super Force Categoria: Disfunzione Erettile Nome commerciale: Extra Super
To view this content, you must be a member of Ben’s Patreon at $10 or more Unlock with PatreonAlready a qualifying Patreon member? Refresh to
To view this content, you must be a member of Ben’s Patreon at $10 or more Unlock with PatreonAlready a qualifying Patreon member? Refresh to
Subscribe to be a patron and get additional posts by Ben, along with live-streams, and monthly patron meetings!
Also each month, you will get a special coupon code to save 20% on any product once a month.
Unlock with Patreon
2 thoughts on “Lesson Plans 3”
Please accept a heartfelt thank you for posting these lesson plans. I spend way too much time during the school thinking about wording my plans. I will adjust these for Pennsylvania Standards and have them at hand.
To be honest, I had done little reading of PA state standards or the National standards prior to December of this year, when my high school went to a new lesson plan template. Well, I am just three years out of grad school, so it wasn’t *that* long. But lord, what a difference a methodology makes! And a methodology based in personalization to boot! These standards and outcomes were no longer one-person sleeper cells to be activated in some cabalist order known only to the Master Teacher who is thought to abide on the Matterhorn…. But seriously, they weren’t making a lick of sense as a guide[line] for me pre-TPRS.
So again: thank you! I can spend even less time worrying about lesson-plan-wording, and give that much more energy to truly being in the class and listening to my students.
I feel more confidence as a professional knowing that TPRS/CI addresses the Standards naturally, i.e., as a teacher you don’t have to go fishing/phishing to find the standard and outcome that for the atomlike, grammar-point what-have-you that you were doing from the “curriculum”/”textbook”.
Reminds me a bit of my supervisor’s reaction to a description of TPRS. [I had just returned from the 2010 NECTFL and a day workshop with Carol Gaab. My enthusiasm and offhand remarks about current language teaching practices [non CI-based] seemed to be freaking her out a bit.] She read this fairly basic summary of pre-teach, personalize, use, read and said: well, yeah, that’s just good teaching.
Indeed!
Andrew I would add that it was a good feeling last year with these plans to be able to make a claim in the pre-observation conference and then back it up in the classroom. Then, in the post conference the evaluators had nothing to claim that I did or didn’t do – I did exactly what I said I would do. That’s what the standards can do for us, now that we actually align with them in the real world. Your description of how there is no need to
…go fishing/phishing to find the standard and outcome that for the atomlike, grammar-point what-have-you that you were doing from the “curriculum”/”textbook”….
is a very accurate description of what most teachers currently do – they have to go fishing for things that look real but are not real because they in fact do not align with standards. They never have.