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Cool, Michelle! As I read this, I realized that I often 'build a set' in my mind where my books take place, even before I 'people' them with characters.
I almost always start with some upstate NY town I stayed in and make a kind of Frankenstein pastiche of the locale in my mind. Even though I live in the city, I almost never set my stories here. I guess, for me, it lacks the atmosphere I find in rural areas.
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November 5, 2009 Pete – just seen your ‘another thought’. Yeah, whether ‘finitude’ is a big issue in our reception of revelation or not, it’s always a good idea to question worksy set-ups in the garden! (Even Piper rejects a covenant of works in the garden classically framed. Or so I understand. There you go Paul – I had to mention him!)Heather – I find myself saying the same thing no matter what the conversation. Sometimes it sounds like I’m connecting up theological truths in Christ. Probably it’s autism.
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ANTi, Me is also a fellow McLaren fan, but doesn’t it sound totally stupid to blame ferrari? (i’m talking abt everyone who did it!) Take a step back into the rule changes that were made. Don’t u realize that those specific rule changes about tires were brought in to peg Ferrari back? (As much as I hate to admit it, I am saying that!). So, with that being the case, why should one expect ferrari to make a “sporting” decision and give up something? The blame should be squarely on Michelin. And calling the Indy race a farce would be an understatement wouldn’t it?
'I Do, We Do, You Do.' Take a minute and think about these words and the impact they could make each day in any school in the world. These simple words are part of the foundation and framework for instructional practices across Haslett High School, where I have been Principal for the past 11 years. Our district has been on a journey in recent years to improve the pedagogical practices of all of our teachers.
As a high performing district, Haslett faces the challenge of working to close the gaps between high achievers and low achievers, and increase student success for all. Our school leadership team, (made up of the School Improvement Chair, myself, eight teachers and an intervention specialist) understands that our main goal is for all of our students to achieve and be successful. And we have come to believe that the best way to maximize academic growth is through Explicit Instruction. Explicit Instruction is a structured, systematic, and effective methodology for teaching academic skills, supported by almost 30 years of research. It is a direct approach to teaching that includes both instructional design and delivery procedures. In her book, Explicit Instruction, Anita Archer writes: “Explicit Instruction is characterized by a series of supports or ‘scaffolds,’ whereby students are guided through the learning process with clear explanations and demonstrations of the instructional target, and supported practice with feedback until independent mastery has been achieved.” Explicit Instruction does not exclude inquiry learning, it is just a matter of when to use it.