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“Today we are studying triangles. Let me show you what they look like. Try to
notice what they have in common.” The teacher shows varied examples. “These
are not triangles. Try to notice how they are different from triangles. The teacher
decides to show ovals and circles.
Step Two: Students hypothesize about the rule for the concept.
One child offers the rule that triangles have three sides.
Another child suggests that they are shapes with points. (Note: The teacher set
this up with the choice of non-examples.)
Step Three: Teachers provide additional examples and non-examples to test the
This time the teacher includes rectangles, etc. as non-examples. Students use these
new examples and non-examples to test hypotheses.
Step Four: Students invent or discover the rule or generalization.
Students come to consensus that triangles are three-sided shapes. 79 Chapter 7 Tables
Table 7.1. Explicit teaching and ITIP.
Explicit Teaching ITIP Model 1. Begin the lesson with a 1. Provide an anticipatory set I. short statement of goals by focusing learners’ Introduction 2. Review relevant...
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This document was uploaded on 03/29/2014 for the course EPS 324 at N. Arizona.
- Spring '08