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One becomes Two

Perhaps, given my assertion in the second blog of this series that “direct instruction has a meaningful and important place within #physed”, the title of this blog should be two becomes three. After all, if you’re already using DI and have added a second model to the pedagogical process then another new model would be number three.

That said, the aim of this series of blogs was always (and remains) to help you do something new in your programme. To put something first other than your adherence to your comfortable pedagogy, your students comfortable (or in many cases uncomfortable) approach to learning and the established knowledge hierarchy that dictated what was/is valued in your curriculum.

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