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Something I learned from this unit was reminding students of particular structures or vocabulary they may need before the activate phase. I like this because this coincides with my theory of \"spaced repetition.\" The basis of my theory is this: practice for less time, more frequently. This is compared to practicing for a long time only once per day. When I was learning piano, I found that practicing for 20 minutes 3 times a day helped me learn more than practicing for 1 hour all at once. I practiced for the same amount per day in total (1 hour), but spaced the practice. Just like me practicing in intervals of 20 minutes, I think students will learn more when I remind the students of what we are learning before I teach, teach them what we learned (reminding them again), then recap what we learned at the end (reminding them one more time). I also like the term \"improvement\" rather than mistake. A lot of my piano students do make mistakes and I say, \"and here is actually a B-flat note.\" Instead, I can say \"and hear your can improve by simply playing a B-flat note instead of the G note.\" This is a more indirect way of making corrections.
