What are some things we should consider to help with the clarity of our explanations?

Yeah, the important thing is that we're often told in teaching that teachers should not be the sage on the stage.

So minimize your talking and don't talk this many minutes.

I've heard a lot of different... versions of that.

And they're not really true in the sense that many countries in these international analyses of teaching find that their teachers talk quite a bit, right? They're some of the best and highest performing systems, the teachers talking, but they're using talk to structure lots of student thinking.

So it's not really about counting the amount of minutes, The truth, though, is it's very difficult for children to hold on in mind to a long-winded sort of lecture, one that's meandering, that kind of goes all over the place, that includes lots of anecdotes that don't relate to the material.

And it's really hard for children just to... to deal with the content being intrinsically difficult when you add on the fact that there's just a lot of unclear sort of baggage in the exposition.

Can you tell us about the whole novices versus experts and how to fade guidance effectively when it is time to kind of move past that?

What, what's their experience look like?

like?Yeah.

I mean, they, all of their apps, there's actually separate apps for different purposes and subjects, and not just subjects.

Sometimes kids just partially know something, and so they need a specialized app designed to, like, fill in gaps that maybe their previous school missed, maybe their assessment tells us, right? So they, all of this goes onto, like, kind of a, you know, a bit of a playlist, I suppose, uh, on, on a, a, a joining app, an app that kind of platforms all of them.

And the kids then have the morning to complete their, their task, which is calibrated more or less to be able to be completed in that amount of time.

Um, y- y- imagine that you're just at a school, you walk into class, and you sit down, and there's a bit of a launch, and your teachers are standing up in the front, and they go like, "We see you.

We believe in you.

So what, what's going on there, right?

What's your thoughts on where to start?

Okay.

Okay, so lesson design, we described it.

And you know what? I think the advantage of this is that it avoids the Frankenstein lesson, and it establishes the conditions for future coaching.

It's really hard to coach in a scattergun way where you just go from technique to technique, but if you have a backbone that unites the techniques i- in the terms of the lesson, then at least it's not that five-paragraph essay that you need to, that's all covered in red ink.

You, you have certain things that you can identify that are at the technique level once you establish a certain baseline for instruction.

Now, [laughs] there's the other side of this coin that you've discovered, and that's that some techniques, especially if you think of a diagnostic chain, some techniques are meant to get the classroom calm and listening.

[laughs]