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Creating The Learning Centered School
Digital On Demand
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Clip	Program	Chap.	Chapter Title and Description	Essential Learning Segment	Time
1	#1 Three Levels of Learning	1	*LCS Series Introduction*	1-0	00:00- 02:04
2	#1 Three Levels of Learning	2	*Essential Learning #1 -* "Learning Centered Teachers possess profound knowledge of the teaching/learning process."	1-1	02:04- 05:06
3	#1 Three Levels of Learning	3	Learning Lab- "Marble Drop" - Illustrating the concept of profound knowledge and applying systems thinking	1-1	05:06- 09:42
4	#1 Three Levels of Learning	4	Essential Learning #1 continued - Using profound knowledge in the classroom Processing Time #1 - Brainstorm examples of "profound knowledge," deep insights into your classroom's learning system.	1-1	09:42- 11:57
5	#1 Three Levels of Learning	5	Essential Learning #1 continued - Wrap-up of profound knowledge	1-1	11:57- 12:42
6	#1 Three Levels of Learning	6	Essential Learning #2 - "Learning Centered Teachers are consciously-competent decision makers." A model for understanding professional decision making.	1-2	12:42- 18:05
7	#1 Three Levels of Learning	7	Video Field Trip- "Pancakes" - Illustrating the concept of conscious competence.	1-2	12:42- 21:45
8	#1 Three Levels of Learning	8	Essential Learning #2 continued- Introducing Processing Time Processing Time #2 -Share activities in your life (outside education) where your are: a) consciously-incompetent )unconsciously - competent c) consciously-competent d) using automaticity.	1-2	21:45- 23:29
9	#1 Three Levels of Learning	9	Essential Learning #2 continued- Wrap-up conscious competence.	1-2	23:29- 24:00
10	#1 Three Levels of Learning	10	Essential Learning #3 - "Learning Centered Teachers teach for Level 3 Learning." The three levels of teaching quality.	1-3	24:00- 31:35
11	#1 Three Levels of Learning	11	Essential Learning #3 continued - The Information Processing Model including "3 Levels of Learning Animation"	1-3	31:35- 32:25
12	#1 Three Levels of Learning	12	Video Field Trip - "3 Levels of Learning Animation" Processing Time #3 - Describe the three levels of learning while watching the IPM Animation.	1-3	32:25- 39:45
13	#1 Three Levels of Learning	13	Essential Learning #3 continued - Discuss IPM and three levels of learning Processing Time #4 - -Imagine, that in your classroom and school, Level 3 learning occurred twice as often and Level 1 learning occurred half as often. What would be different? What would the implications be?	1-3	39:45- 41:50
14	#1 Three Levels of Learning	14	Essential Learning #3 continued - Discuss Processing Time #4 Introduce Storyvision	1-3	41:50- 43:46
14	#1 Three Levels of Learning	15	Storyvision - "Gratitude"	1-3	43:46- 46:42
15	#1 Three Levels of Learning	16	Essential Learning #3 continued - Review 3 Levels of Learning Wrap-up program	1-3	46:42- 48:42
16	#2 Conscious Attention	1	*LCS Series Introduction*	1-0	00:00- 02:04
17	#2 Conscious Attention	2	*Essential Learning #1 -* Learning is driven by the learner's conscious attention. IPM Animation (partial) and information processing in the brain as it relates to conscious attention Processing Time #1 - Explain, in your own words, how the brain's sensory register operates.	2-1	02:04- 11:53
18	#2 Conscious Attention	3	*Essential Learning #1 continued* Discuss processing time Introduce Essential Learning #2	2-1	11:53 12:42
19	#2 Conscious Attention	4	*Essential Learning #2* -Conscious attention can be increased by issuing an "invitation." Issuing an invitation to pay attention in class Processing Time #2 -How might you use invitation to increase your students' conscious attention?	2-2	12:42- 16:51
20	#2 Conscious Attention	5	*Essential Learning #3* Conscious attention can be increased through "discrepancy." Vocabulary Lesson - Habituation Examples of discrepancy Processing Time #3 -How might you use discrepancy to increase your students' conscious attention?	2-3	16:51- 24:54
21	#2 Conscious Attention	6	*Essential Learning #4* Conscious attention can be increased through an "emotional hook." Brain PET Scans Activating Emotional Centers Processing Time #4 -How might you use an emotional hook to increase your students' conscious attention? Review emotional hooks	2-5	24:54- 31:45
22	#2 Conscious Attention	7	Storyvision - "Interview" Wrap-up Program	2-6	31:45- 35:43
23	#3 Chunking	1	LCS Series Introduction	1-0	00:00- 02:04
24	#3 Chunking	2	"Chunking" Introduction Storyvision - "Directions"	3-1	02:04- 07:47
25	#3 Chunking	3	Discuss "Directions" Vocabulary Lesson - "Chunking" IPM and Chunking IPM Animation	3-2	07:47- 11:49
26	#3 Chunking	4	Essential Learning #1 A learner's working memory has a limited capacity. Long Division as an illustration of chunking Working Memory Capacity Addition of Complex Numbers Vocabulary Lesson - "Working Memory Overload" "Working Memory Overload" Examples Chunking Examples Processing Time #1 Share examples of Working Memory Overloads induced by "limited capacity." Discuss processing time	3-3	11:49- 22:38
27	#3 Chunking	5	Essential Learning #2 A learner's working memory operates as a serial processor.	3-4	22:38- 23:45
28	#3 Chunking	6	Learning Lab "Memory Quiz"	3-5	23:45- 27:38
29	#3 Chunking	7	Essential Learning #2 continued Discuss "Memory Quiz" Phone Number Memory Test Serial Processing Examples Processing Time #2 Share examples of Working Memory Overloads induced by "serial processing." Juggling model Wrap-up	3-6	27:38- 35:35
30	#4 Connections	1	*LCS Series Introduction*	1-0	00:00- 02:04
31	#4 Connections	2	Program Introduction	4-1	02:04- 02:52
32	#4 Connections	3	Essential Learning #1 Learning centered teachers connect today's learning to past learning and experiences. -IPM Animation and discussion	4-2	02:52- 06 :21
34	#4 Connections	4	Storyvision - Tap Dancing	4-3	06:21- 10:04
35	#4 Connections	5	Essential Learning #1 continued -Review Tap Dancing and Connection	4-4	10:04- 12:17
36	#4 Connections	6	Connection Example #1 Learning stance to improve a golf swing	4-5	12:17- 13:47
37	#4 Connections	7	Connection Example #2 Calculating the period of a pendulum	4-6	13:47- 16:32
38	#4 Connections	8	Neural Schema definition Processing Time #1 Share classroom examples of teaching and learning through connection.	4-7	16:32- 18:45
39	#4 Connections	9	Essential Learning #1 wrap-up	4-8	18:45- 19:37
40	#4 Connections	10	Essential Learning #2 Learning centered teachers guard against misconceptions. -"Cows Drink Milk" misconception -"Plants Eat Dirt" misconception -"The Moon Changes Shape" misconception -3 causes of misconception Processing Time- Share examples of classroom misconceptions. What caused each misconception? -Mythbuster; field trips	4-9	19:37- 31:22
41	#4 Connections	11	Essential Learning #3 Learning centered teachers maximize connections and minimize misconceptions. -4 tips for teaching connection and minimizing misconceptions -Critical Attributes definition Processing Time- How might you apply the principle of connection to an upcoming lesson? -Connection's importance to Level 3 Learning	4-10	31:22- 37:48
42	#5 Practice	1	*LCS Series Introduction*	5-1	00:00- 02:04
43	#5 Practice	2	Program Introduction Accomplishing Level 2 Learning using practice -IPM illustration of practice -Questions About Effective Practice --How Long? --How Much? --How Often? --How Well?	5-2	02:04- 07:04
44	#5 Practice	3	Essential Learning #1 Practice sessions should be short to maintain high intensity. -Storyvision "Practice"	5-3	07:04- 12:31
45	#5 Practice	4	Video Field Trip Batting Practice	5-4	12:31- 14:36
46	#5 Practice	5	Essential Learning #1 continued Math problems and sustaining intensity -Processing Time: How might you design or redesign a practice session based on Essential Learning #1: Practice sessions should be short to maintain high intensity	5-5	14:36- 17:12
47	#5 Practice	6	Essential Learning #2 Practice should be limited to the smallest chunk that retains meaning. -Organ Practice in small chunks -Practicing a spelling list -Divide by meaning not math Processing Time: How might you design or redesign a practice session based on Essential Learning #2: Practice should be limited to the smallest chunk that retains meaning?	5-6	17:12- 23:20
48	#5 Practice	7	Essential Learning #3 New learning requires massed practice. Prior learning requires distributed practice. -Practicing Dance -New learning and prior learning -Elaborative Review -Rote Review Processing Time: How might you design or redesign a practice session based on Essential Learning #3: New learning requires massed practice. Prior learning requires distributed practice? -Myth, Practice makes perfect.	5-7	23:30- 30:44
49	#5 Practice	8	Essential Learning #4 Latter stages of practice (rehearsal) should be of the highest quality. -Perfect recitation of Shakespeare sonnet -Rehearsal practice on the organ -Homework tips based on good practice methods Processing Time: How might you design or redesign a practice session based on Essential Learning #4. Latter stages of practice (rehearsal) should be of very high quality. -Review of program	5-8	30:44- 39:43
50	#6 Personal Relevance	1	*LCS Series Introduction*	6-0	00:00- 02:04
51	#6 Personal Relevance	2	Program Introduction	6-1	02:04- 02:56
52	#6 Personal Relevance	3	Essential Learning #1 Personal Relevance is a level 3 learning principal. -Mythbuster- Interesting curriculum allows the highest level of learning. -Definition: Learning embedded in an issue or context linked to personal survival or immediate well-being.	6-1	02:56- 08:02
53	#6 Personal Relevance	4	Storyvision - Personal Relevance	6-1	08:02- 11:42
54	#6 Personal Relevance	5	Essential Learning #1 continued Processing Time: Identify and share events that are easy to remember, because they were personally relevant. -Personally relevant issues for learners -Linking curriculum with personal relevance	6-1	11:42- 17:08
55	#6 Personal Relevance	6	Essential Learning #2- Creating Personal Relevance is a two-step process: 1. Identify issues and contexts that are personally relevant for your students 2. Embed curriculum into these personally relevant issues and contexts -Universal personally relevant contexts -School bus -Fire Safety -Pets -Food -Drivers' Education -Calculating a tip -Unique personal relevant contexts	6-2	17:08- 28:05
56	#6 Personal Relevance	7	Learning Lab - Mountain Bikes	6-2	28:05- 30:38
57	#6 Personal Relevance	8	Essential Learning #2 continued Processing Time- Identify and share universal and unique personally relevant issues and contexts for your students. -Tips for planning personal relevance Processing Time- What personal tips and strategies can you add to this list? -Review and wrap-up	6-2	30:38- 38:24
58	#7 Locale Memory	1	*LCS Series Introduction*	7-0	00:00- 02:04
59	#7 Locale Memory	2	Program Introduction -Taxon memory	7-1	02:04- 06:32
60	#7 Locale Memory	3	Essential Learning #1 Learning Centered Teachers teach to both Taxon and Locale Memory -Locale Memory Processing Time: Recall and share examples of personal experiences with Locale Memory	7-1	06:32- 14:19
61	#7 Locale Memory	4	Essential Learning #2 Locale Memory organizes information around the body's position in 3D space. -Video Field Trip - Contractions -Number line and learning integers	7-2	14:19- 19:01
62	#7 Locale Memory	5	Essential Learning #2 continued -Teaching flying buttresses using Taxon and Locale Memory principles. Processing Time- share classroom examples of teaching to students' locale memory Myth-Learning is optimized when goals are narrow and fixed and time is tightly managed.	7-2	19:01- 27:04
63	#7 Locale Memory	6	Essential Learning #3 The Locale Memory system organizes great amounts of information into dynamic maps of the curriculum and its context. -Route and Map Learning Processing Time: Consider a lesson plan for an upcoming unit. How might map learning (locale memory) be used? Review and Wrap-up	7-3	27:04- 34:45
64	#8 Mental Models	1	*LCS Series Introduction*	8-0	00:00- 02:04
65	#8 Mental Models	2	Program Introduction -Hemisphericity	8-1	02:04- 07:35
66	#8 Mental Models	3	Essential Learning #1 Mental Models are created through the simultaneous use of words and pictures.	8-1	07:35- 10:30
67	#8 Mental Models	4	Storyvision - Memory	8-1	10:30- 13:23
68	#8 Mental Models	5	Essential Learning #1 continued Processing Time: Share examples from your teaching of using words and pictures to create mental models.	8-1	13:23- 15:08
69	#8 Mental Models	6	Essential Learning #2 Mental models are created by the simultaneous use of symbol systems and sensory representations. -Learning Lab - Tire Symbols Processing Time: Share examples from your teaching of using symbol systems and sensory representations to create mental models.	8-2	15:08- 24:11
70	#8 Mental Models	7	Essential Learning #3 Mental Models are created through the simultaneous use of various methodologies. - Divergent - Convergent - Intuitive - Intellectual -Simultaneous - Sequential - Holistic - Analytical - Metaphor - Rational Processing Time: Share examples of when you've used varied processing methodologies.	8-3	24:11- 32:06
71	#8 Mental Models	8	Essential Learning #3 continued -Storytelling is a learned skill	8-3	32:06- 35:10
72	#8 Mental Models	9	Essential Learning #3 continued Review and Wrap-up	8-3	35:10- 37:16
73	#9 First Time Learning	1	*LCS Series Introduction*	9-0	00:00- 02:04
74	#9 First Time Learning	2	Program Introduction -Imprinting by ducklings	9-1	02:04- 08:18
75	#9 First Time Learning	3	Program Introduction continued -Comment by Dr. Neal Mayerson, Psychologist on the Primacy Effect	9-1	08:18- 10:02
76	#9 First Time Learning	4	Program Introduction continued	9-1	10:02- 10:48
77	#9 First Time Learning	5	Essential Learning #1 If not well managed, First Time Learning effects are often negative. -Capital letters -Subtraction -Sketching with a pencil Processing Time: From your life as a teacher and a learner, share examples of negative first time learning.	9-1	10:48- 17:11
78	#9 First Time Learning	6	Essential Learning #2 First Time Learning should be both accurate and complete. -Learning ESL -Long division terms	9-2	17:11- 23:35
79	#9 First Time Learning	7	Essential Learning #2 continued Video Field Trip - Culinary Arts Class	9-2	23:35- 26:06
80	#9 First Time Learning	8	Essential Learning #2 continued Myth - The schedule of the school day is determined by the curriculum and the learning needs of the students. -Short teaching tools Processing Time: From your life as a teacher and a learner, share specific examples of first time learning that are inaccurate and/or incomplete. -Connecting learning to real experiences	9-2	26:06- 31:48
81	#9 First Time Learning	9	Essential Learning #3 First time learning should be connected to real experiences. -Learning the microscope -Learning about plywood Processing Time: From your life as a teacher and a learner, share specific examples of first time learning through connection to real experiences. - Planning lessons well	9-3	31:48- 39:45
82	#9 First Time Learning	10	Essential Learning #3 continued -Review and Wrap-up	9-3	39:45- 42:07
83	#10 Neural Downshifting	1	LCS Series Introduction	10-0	00:00- 02:04
84	#10 Neural Downshifting	2	Program Introduction	10-01	02:04- 05:02
85	#10 Neural Downshifting	3	Essential Learning #1 Learning Centered Teachers recognize the symptoms and effects of neural downshifting. -Cortex to Mid-brain shifts -Basketball pressures -Police stop -Roller coaster ride	10-01	05:02- 12:44
86	#10 Neural Downshifting	4	Essential Learning #1 continued -Neural downshifting in the classroom -Cortex-level thinking -Creativity, analysis, problem solving, cooperation -Mid-brain thinking -Reenactment, reflex, recitation, hoarding Processing Time: Share examples of where you have seen or experienced Neural Downshifting.	10-01	12:44- 19:16
87	#10 Neural Downshifting	5	Essential Learning #2 Neural Downshifting is triggered by physical threats, psychological threats, or a loss of control. -Physical threats: fighting, overcrowding, hunger, thirst, confinement for long periods, illness or exhaustion -Psychological threats: being wrong, inappropriate recognition, competition, overwhelming time constraints, fear of social blunders -Loss of Control: air traffic controller, police officer, firefighters, hospital emergency room,	10-02	19:16- 29:55
88	#10 Neural Downshifting	6	Essential Learning #2 continued -Inducing neural downshifting in the classroom -Choice as a solution for neural downshifting Processing Time: Based on your understanding of its causes, how might you prevent Neural Downshifting?	10-02	29:55- 34:25
89	#10 Neural Downshifting	7	Essential Learning #3 Neural Downshifting occurs in adults as well as students. -Preventing Neural Downshifting in Teachers -Taking care of oneself -Shape the environment -Controlling activities Processing Time: What steps might you take to prevent adult Neural Downshifting in your school? Review and Wrap-up	10-03	34:25- 43:21
90	#11 Enriched Environments	1	LCS Series Introduction	11-0	00:00- 02:04
91	#11 Enriched Environments	2	Program Introduction -Survival is the brain's primary job -Flexibility of the brain- Neural Plasticity -Impoverished Environments and Enriched Environments in rats Processing Time: What are some of the elements of a truly enriched environment in your class? Find examples of both physical and social elements.	11-01	02:04- 10:40
92	#11 Enriched Environments	3	Essential Learning #1 Learning Centered Teachers seek to create an enriched physical environment.	11-01	10:40- 11:36
93	#11 Enriched Environments	4	Essential Learning #1 continued - Environments Send Messages video clip	11-01	11:36- 13:29
94	#11 Enriched Environments	5	Essential Learning #1 continued -Messages from environment using sight, sound, smell, touch, physical attributes	11-01	13:29- 15:21
95	#11 Enriched Environments	6	Essential Learning #1 continued -Video Field Trip - Classroom Environments	11-01	15:21- 17:50
96	#11 Enriched Environments	7	Essential Learning #1 continued -Attributes of Enriched Environments: -Attractive, engaging, varied Processing Time: Think of your classroom's physical environment. What messages are currently being sent? How might you create a more enriched physical environment? - Myth - Most of what is learned in a typical classroom comes from the curriculum.	11-01	17:50- 21:25
97	#11 Enriched Environments	8	Essential Learning #2 Learning Centered Teachers create enriched social environments. -Unconditional positive regard, relaxed alertness, special treatment, positive rituals, collaboration Processing Time: Consider the elements of an enriched social environment. What areas could you work on to make you social environment even more enriched? Review and Wrap-up.	11-02	21:25- 39:14
98	#12 Success	1	LCS Series Introduction	12-00	00:00- 02:04
99	#12 Success	2	Program Introduction	12-01	02:04- 05:43
100	#12 Success	3	Essential Learning #1 Success and Effort comprise a positive reinforcement feedback loop	12-01	05:43- 06:40
101	#12 Success	4	Essential Learning #1 continued Video Field Trip - Success at the Y	12-01	06:40- 07:58
102	#12 Success	5	Essential Learning #1 continued -Feedback Loop diagram -Matching effort and difficulty -Aptitude and Persistence Processing Time: Think of a low effort student. Describe the student's effort in terms of aptitude and persistence. How might you adjust your teaching?	12-01	07:58- 18:36
103	#12 Success	6	Essential Learning #2 Effort is linked to Expectation of Success and Perceived Value - E=ES x V	12-02	18:36- 21:26
104	#12 Success	7	Essential Learning #2 continued -Video Field Trip - Perception	12-02	21:26- 24:10
105	#12 Success	8	Essential Learning #2 continued -Aptitude, Persistence, Perception, Prior Experience	12-02	24:10- 25:25
106	#12 Success	9	Essential Learning #2 continued -Video Field Trip - Prior Experience	12-02	25:25-29:00
107	#12 Success	10	Essential Learning #2 continued Myth- Only a learner's task specific experiences affect their expectation of success. -Inherent Value -Consequential Value Processing Time: Consider again a low effort student. How might the student's expectation of success and value affect their effort?	12-02	29:00- 40:35
108	#12 Success	11	Essential Learning #3 Learning Centered Teachers use one or more of the six factors of success. -Engaging students through factors of success Processing Time: Determine specific actions based on the six factors to increase a student's likelihood of success. -Review and Wrap-up	12-03	40:35- 47:56
109	#13 Performance Feedback	1	LCS Series Introduction	13-00	00:00- 02:04
110	#13 Performance Feedback	2	Program Introduction	13-01	02:04- 03:45
111	#13 Performance Feedback	3	Video Field Trip - Arcade	13-01	03:45- 05:49
112	#13 Performance Feedback	4	Program Introduction continued -Brain Chemistry and feedback	13-01	05:49- 08:38
113	#13 Performance Feedback	5	Program Introduction continued Learning Lab - Bean Bag Toss	13-01	08:38- 11:30
114	#13 Performance Feedback	6	Program Introduction continued -3 Critical Attributes of Feedback Abundance, Immediate, Specific Processing Time: Identify and share times when you as a learner received abundant, immediate and specific feedback.	13-01	11:30- 14:35
115	#13 Performance Feedback	7	Essential Learning #1 Learning Centered Teachers provide abundant performance feedback. -Learning to ski	13-01	14:35- 17:49
116	#13 Performance Feedback	8	Essential Learning #2 Learning Centered Teachers provide immediate feedback on student performance. -Training a dog	13-02	17:49- 20:20
117	#13 Performance Feedback	9	Essential Learning #3 Learning Centered Teachers provide specific feedback on student performance -Learning to play golf Processing Time: Discuss ways to adjust your teaching strategies to provide more abundant, immediate and specific feedback. - Myth - Detailed feedback is more valuable than immediate feedback. -Immediate Feedback most important -Successive Approximation -Performance Feedback Matrix Processing Time: Continue to identify strategies for providing abundant, immediate, and specific performance feedback for your students. Place the strategies in the performance feedback matrix. -Review and Wrap-up	13-03	20:20- 36:03
118	#14 Six Big Ideas Part 1	1	LCS Series Introduction	14-00	00:00- 02:04
119	#14 Six Big Ideas Part 1	2	Program Introduction -Body of Knowledge, Standards, Methods	14-01	02:04- 05:29
120	#14 Six Big Ideas Part 1	3	Program Introduction continued -Video Field Trip - Bridges	14-01	05:29- 09:03
121	#14 Six Big Ideas Part 1	4	Program Introduction continued -Clear learning goals, congruency, diagnosis, task analysis, overt responses, mid-course corrections,	14-01	09:03- 12:43
122	#14 Six Big Ideas Part 1	5	Essential Learning #1 Learning Centered Teachers teach toward clear learning goals. -Content, Level of Thinking/Doing -Fuzzy verbs and clear verbs -Six Levels of Bloom's Taxonomy -Clear Goal Box Processing Time: Assess the health of Big Idea #1 Clear Learning Goals in your classroom, team, school and/or district. How might you better employ this important concept? -Congruency	14-02	12:43- 29:26
123	#14 Six Big Ideas Part 1	6	Essential Learning #2 Teachers plan activities that are congruent to the learning goal. -Congruent vs. correlated activities -Congruent and correlated activities in the classroom -Imposter activities Processing Time: Assess the health of Big Idea #2, Congruency, in your classroom, team, school and/or district. How might you better employ this important concept? -Diagnosis	14-03	29:26- 39:19
124	#14 Six Big Ideas Part 1	7	Essential Learning #3 Learning Centered Teachers begin instruction based on a diagnosis of prior learning. -Diagnosing car trouble -Formal diagnosis, informal diagnosis, inferential diagnosis Processing Time: Assess the health of Big Idea #3, Diagnosis, in your classroom, team, school and/or district. How might you better employ this important concept? -Review and Wrap-up	14-04	39:19- 45:50
125	#15 Six Big Ideas Part 2	1	LCS Series Introduction	15-00	00:00- 02:04
126	#15 Six Big Ideas Part 2	2	Program Introduction -Body of Knowledge, Standards, Methods	15-01	02:04- 04:39
127	#15 Six Big Ideas Part 2	3	Program Introduction continued -Video Field Trip - Bridges	15-01	04:39- 07:27
128	#15 Six Big Ideas Part 2	4	Program Introduction continued -Clear learning goals, congruency, diagnosis, task analysis, overt responses, mid-course corrections,	15-01	07:27- 11:19
129	#15 Six Big Ideas Part 2	5	Essential Learning #1 Learning Centered Teachers create a Task Analysis for each learning goal. -3 steps of a Task Analysis: begin with a clear learning goal, list essential sub-learnings, sequence essential sub-learnings	15-02	11:19- 13:58
130	#15 Six Big Ideas Part 2	6	Essential Learning #1 continued -The task of building a model car Processing Time: Create a Task Analysis for learning to swim. List the steps and place them in sequence. -4 tips for Task Analysis -Making a peanut butter and jelly sandwich -Getting lost without a Task Analysis Processing Time: Assess the health of Big Idea #4, Diagnosis, in your classroom, team, school and/or district. How might you better employ this important concept?	15-02	13:58- 27:27
131	#15 Six Big Ideas Part 2	7	Overt Responses Introduction -Covert responses are ineffective	15-03	27:27- 29:22
132	#15 Six Big Ideas Part 2	8	Essential Learning #2 Learning Centered Teachers elicit Overt Responses from all learners during instruction. -Cooking uses overt responses - Covert responses do not help -Overt responses in the classroom -3 Critical Attributes of Overt Responses: all, overt, during Processing Time: Assess the health of Big Idea #5, Overt Responses, in your classroom, team, school and/or district. How might you better employ this important concept?	15-03	29:22- 37:07
133	#15 Six Big Ideas Part 2	9	Essential Learning #3 Learning Centered Teachers make Mid-course Corrections throughout the lesson.	15-04	37:07- 38:30
134	#15 Six Big Ideas Part 2	10	Video Field Trip - Mid-course corrections	15-04	38:30- 40:39
135	#15 Six Big Ideas Part 2	11	Essential Learning #3 continued -6 possibilities for mid-course corrections: practice, re-teach, abandon, move on, extend, connect Myth- Novice teachers re-teach more often than experienced teachers. Processing Time: Assess the health of Big Idea #6, Mid-course Corrections, in your classroom, team, school and/or district. How might you better employ this important concept?	15-04	40:39- 47:14
136	#15 Six Big Ideas Part 2	12	Essential Learning #3 continued -Review and Wrap-up	15-04	47:14- 49:12