Lectures, Lectures, Lectures

"An understanding can never be 'covered' if it is to be understood" (pg. 229). This statement caught my attention because I've heard many teachers complain (including myself) about how the class is "not getting it" even though they have covered the material for over a week. This chapter goes on and talks about how teachers sometimes need to stop lecturing and let students unravel some important concepts and that "timing is everything".
On page 246 the question, "When should I state the purpose of the lecture and when should I let it be inferred?" gave me a few ideas as to how I will present fractions to my class. Instead of explaining the importance of knowing fractions, I will give them an assignment that will hopefully help them see it for themselves.