Unformatted text preview: attention, and by activating prerequisite knowledge. relevant existing knowledge.
2. Inform learners of the
objectives of the lesson. 3. Present the lesson one point 3. Provide clear instructional
at a time with opportunities input with varied and specific for student practice after each examples
II. step. 4. Provide modeling if Presentation 4. Give clear and detailed appropriate. explanations. 5. Check for Understanding 5. Provide a high level of frequently. active practice for students. 6. Provide for opportunities 6. Check for understanding. for guided practice. 7. Provide guided practice.
8. Provide feedback.
9. Provide students with clear 7. Provide Students with 80 III. Ending directions for independent
10. Review as needed. independent practice 81 Table 7.2. Strategies for providing guidance to learners
Type of Support Offered by the Teacher Scaffolding
& Ross, 1976) Assisted
Tharp, 1990) Cognitive
(Collins, et al.,
1989) Teachers model and explain how to
approach the learning task. Demonstration Modeling Modeling Teachers simplify task for learners. Reducing
Recruitment Teachers enlist learners’ interest and
adherence to task requirements.
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- Spring '08
- Educational Psychology, Instructional Technique