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I would like to conclude with offering a brief checklist for a teacher who is applying the Thinking Task Framework for constructing and conducting his lessons. This checklist includes the three basic components that I discovered while observing expert TA teachers at work.

There is the Thinking Task Framework that is supposed to help a teacher organise and manage the learning process where his/her students will be thinking. Every time a teacher plans his/her lesson following the framework, (s)he is invited to think about three other components by replying three questions:

  1. Is the sequence of instruction I am planning for Step 1 and 2 spiral-shaped? Will it make at least one loop during one lesson?
  2. Will there be space for a qualitative dialogue with my students? Will I meet all the three quality criteria?
  3. Did I think about making my students aware of lesson and task aims? Will they have the chance to contribute to their formulation?
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