Scene 6

After class, it occurred to Joe that DeAnna had not been a behavior problem while he was teaching the lesson.

I guess being engaged in the activity really does make a difference. Since DeAnna could follow along and make connections, she stayed on task. What a difference there was in class today.

Joe felt good about the small changes he had made in this teaching, and he felt committed to doing similar cognitive strategies as the year progressed.


  1. Evaluate how Joe might use elaboration and transformation strategies in other subjects like social studies and science.
  2. Once Joe's students get knee-deep in long division problems, what should Joe do to make sure his students remember what division is?
  3. How can Joe use DeAnna as a barometer for how engaged the class is? Is there a student in your class who you could use in the same way? Support your assertions with specifics.

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