(4) 2 The T3 Framework - A New Framework for Innovation In Education - Page 13

How do we avoid the "rigidity" of frameworks?

How might a framework assure we are focused on addressing what needs to be addressed?

How might a framework be self-adapting?

Why is it "clearly important for teachers to attain high levels of knowledge in their subject area content?" (page 16)

Why "must they also ground their classroom methods in the theoretical research literature and...."

Are these assumptions open to being challenged

Do they force us to try to move forward while viewing the rear-view mirror?

If teachers focus on the past - who will guide us to the future?

Might those who choose to disrupt - prevent themselves from being "chained" to the past?