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Ch 2. pp. 60-64; 143-152, It seems obvious, but diligent…

- - - - "These are the errors that are most likely to occur”—you know
        something profound and can plan in advance how you would react to them if, as you predict, they emerge.
      - planing activity
        
        List three to five of the most important questions you will ask in your lesson tomorrow.
        
        For each question, list two incorrect answers you think you're likely to get.
        
        Describe how you'd respond to each of the incorrect answers.
      - Making a habit of noting the two or three specific errors you think students are most likely to make and planning what you'll do if they occur allows you, to include tools for a potential reteach in your lesson materials in advance.
      - If students make the mistakes you anticipate, you're likely to have a terrific solution; if you're wrong, you get to improve your level of insight about your students' thinking by reflecting on the dissonance between the errors you anticipated and the mistakes that actually occurred.
    - - leaving time specifically to loop back to trouble spots (or to leap ahead if there are none).
      - As the idea of planning a section for review or extension suggests, checking for understanding can and should also mean responding when you do achieve success.
- - - - common situations before they happen. Explain how you expect them to act when someone struggles with the rationale, practice those expected behaviors in hypothetical situations, and when a breech inevitably occurs, reset the culture firmly, but with understanding.
      - “Just a minute. I want to be very clear about the respect we will all show one another when we are in this classroom. We will support each other and help one another. And we will never, ever undertake actions that tear down another person. Among other things, we know that person could just as well be us.”
- - - - have all of the lesson materials accessible in one place, minimizing the need to distribute additional materials, take out new documents, and move back and forth between activities
      - Great Double Planners embed it all: graphs, tables, maps, primary source documents, sometimes novel excerpts, places to write, and more.
      - Further, having a copy of the packet yourself enables you to work from the same set of materials as your students, allowing you to manage the student experience—such as which activity to flip to or what passage you're reading—quickly and effectively.
        
        Champion teachers also turn packets into a powerful Double Plan tool by making detailed margin notes.
        
        Strong Double Planners also work in the margins during instruction to keep a running record of any revisions and adjustments they want to make to the lesson.
    - - A well-designed packet supports airtight pacing because it minimizes transaction costs involved with switching between tasks, formats, and activities.
      - packets inherently provide students with a visual rundown of what's to come.
      - Shortest Path
        
        Direct instruction, when it provides
        facts, knowledge, and skills that are later practiced, applied, and reflected on, builds the foundation that makes other forms of instruction possible .
        
        Let us respect the power of what a teacher can do enough to accept that a teacher talking to a class about content is not inherently bad.
        
        There is a fundamental difference between the fact that something poorly executed can result in passive and disengaged students and the assertion that it inherently does, and the solution to poor execution is better execution, not the dismissal of the method out of hand.
    - - Double Planning with packets forces you to consider how you will at each step hold students accountable for the content and quality of their work.
      - Effective Double Planning involves constant written accountability —even for tasks that don't traditionally involve a lot of written work (for example, reviewing the lesson objective or tracking class discussions).
      - . Because Double Plan packets provide teachers with such a clear road map about what they and students should do at every step, teachers are less likely to let activities slip through the cracks or to shortchange important content.
      - What to Do directions: the more clearly you script those into your packets, the easier it will be to ensure that students do what you planned, in the manner you intended.
    - - teachers often use them to collect and organize information on what students know and don't know.
      - Planning target responses holds you accountable to sticking with the standard that you initially set.
      - Scripting target responses also enables you to experience the lesson through their eyes, which can help you better anticipate error, gauge pacing more accurately, and draft clearer What to Do directions so that students can spend time grappling with content rather than the logistics.
    - - The most effective Double Planners wire their packets to help as many students as possible meet or exceed a high standard of excellence.
        
        To do this, they view the lesson from the student's perspective and then systematically add supports or remove obstacles to success, without diluting rigor.
      - We've also seen teachers add supports like a “tip box,” examples of correct work, standard-setting directions, and reminders about the resources students should refer to when tackling a question.
      - Taken together, these additions set up students to practice success while also preparing them to self-monitor the quality of their work within and across subject areas.
    - - Strong Double Plan teachers recognize that their lesson packets are living, breathing documents that should help them respond to the evolving needs of their students.
      - Regardless of which format you choose, strive to design independent practice that ensures all students are able to challenge themselves at their own pace.
        
        extra question
        
        ranked my dificulty
        
        "Challenge" or "Deep Thinking"