Andrew Marchand

Several people commented on the importance of structure when introducing students to a new course, lesson or assessment.

What strategies can teachers use to build a structured learning environment? Can there be a point where too much structure can inhibit learning? Why or why not?

Some people commented on the balance between depth and breadth when planning a course and choosing course outcomes.

How do you prioritize and focus your outcomes so that you encourage students to achieve deep learning? What is the ideal number of outcomes for a course or lesson?

What is the balance point to the amount of passion and energy you commit to the teaching process and the possibility of burnout?