I also can't get over the notion that scripts somehow make actors, musicians, and surgeons equally interchangeable. As though any actor can play any role without fundamentally changing a film, a band covering a song will sound the same, and there's no qualitative difference between surgeons.

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That works best if the lesson contains something for teachers to learn, whether mathematically or pedagogically. But yes, PD should model the sort of instruction we promote. (Though that is not always possible in a short presentation at a conference!)

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Gonna have to be okay with the tradeoff short term vs long term thinking and all that

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Is it a new curriculum being forced down my throat? Is it something that I HAVE to do, eating up precious class time (ie some sort of advisory or assessment)? Or is it a cool idea that’s going to help me achieve my goals with the kids, which will only be implemented if I decide it’s valuable?

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Are there ALWAYS going to be some people who find that model lesson meaningful while others are frustrated by it? I mean, this answer is obviously yes, lol. I guess my real question is how do we minimize the number of participants who dislike the experience & maximize the number who find value?

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