The verb is the engine of any learning objective, activity, or assessment. It defines the required cognitive effort and the observable evidence of learning. Contrast "students will understand buoyancy" with "students will predict, test, and explain buoyancy." The latter, powered by precise verbs, provides a clear blueprint for action.
Exceptional teaching requires a sacred alignmenta continuous chain of verbsconnecting the Learning Objective, Activities, and Assessment. If the objective is to "evaluate" sources, the activities must practice evaluation and the assessment must require it. When this verbal chain breaks, learning fractures. The first critical step is to banish imprecise terms like "know" and replace them with a rich vocabulary of action, shifting the focus from passive possession to active demonstration of knowledge.
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