Best Practices . . .: are defined as "what works" based on experience and anecdotal evidence., explain WHAT to do but not HOW to do it., are through to be learnable through modeling and observation., are reduced to general statements of practice or labels such as "use authentic materials", "model activities"., consist of long lists of general statements that do not consider teacher experience, foundational pedagogical skills, or the relationship of one practice with another., are somtimes associated with personality issues, intiuition, comon sense, rather than being learned; e.g., Don't correct every error a student makes so as to lower the anxiety filter., reflect good practice but are not used as a basis for teacher education curriculum., HLTPs . . .: are based on theory, research on student learning, accumulated wisdom of practice., can be deconstructed into instructional moves that explain HOW to enact practice., cannot be learned through observation alone and require explicit instruction and practice., are complex and are not reduced to a single label or professional slogan., are not as extensive in number but are selective, mutually supporting, and considered fundamental to teaching, especially for the beginning teacher., can be explained, taught, and coached., are considered developmentally appropriate for novice teachers, what they need to know to be prepared for the world language classroom, and useful and essential for teacher education purposes. A teacher education curriculum could be based on these.,

Best Practices vs. HLTPs

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