Indirect instruction 1 students would all call out

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Foundations of Business
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Chapter 14 / Exercise 4
Foundations of Business
Hughes/Pride
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Indirect Instruction 1. Students would all call out the answer they believed to be correct. Some may not say an answer if they are unsure. 2. Students will get praised for getting the correct answer, or they will learn the answer when they get corrected. The students that would have trouble with this is the ELL, as I could put a translator on the Smart Board, or I could write it on the board for some. 3. Students would simply listen as I described the vocabulary words. 4. Students would simply listen as I described the vocabulary words. 5. Students would all call out the answer they believed to be correct. Some may not say an answer if they are unsure. 6. Students may say that they could “Tell everyone they knew about it and when to be there” or that they could “put it in the newspaper,” etc. There could be various responses for this question. 7. Students would all call out the answer they believed to be correct. Some may not say an Page 4 of 15
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Foundations of Business
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Chapter 14 / Exercise 4
Foundations of Business
Hughes/Pride
Expert Verified
praise them if they got the correct answer and correct them if not. I would finish the book. Interactive Instruction 1. I would tell the students to raise their hands if they liked the book. I would ask one student that raised their hand to tell me why they liked it. I would ask one student that did not raise their hand to tell me why they did not like it. 2. I would begin a discussion with a question that will require thinking. “Raise your hand if you can tell me the reason why people marched in the March on Washington?” 3. I would listen closely to the student’s response. I would praise them if they got the correct answer and correct them if not. Based upon their answers, I would keep the discussion going with questions that were related to both their answers and the book. Collaborative Learning 1. When finished with the discussion, I would pair the students up into 6 groups, and I would assign them either who, what, when, where, why, or how. “I am going to give each group a small poster board, and on it. If I gave you “who,” you are going to write who was mentioned in the story. If I gave you “what,” you are going to write what the main point were. If I gave you “when,” you are going to write when the main points took place. If I gave you “where,” you are going to write where the story took place. If I gave you “why,” you are going to write why the events took place. If I gave you “how,” you are going to write how the people went about solving the issue.” (This will allow the students to practice the “Inquiry/Seeking Information” learning function). “Each group will draw a picture to go with their writing.” 2. I would ask each group what to share their poster together for the other students to see. Interactive Instruction 1. Some students would raise their hands, and some would not. Two students would answer why they liked the book or why they did not like the book.

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