Anticipatory Set: This is a short activity or prompt that will focus the attention of the student before the actual lesson begins.
You use this when the student enters the room or as the transition into the subject.
This could be a handout, a question written on the board, etc.
Anything that will "hook" or grab the students attention.
Use it as an "hook" to grab the student's attention.
Focus their attention on the lesson to be presented.
Create an initial framework for the subject matter.
Bring previously covered information the students will have covered so help reinforce previous lessons.
Point out examples of why this lesson or topic is important to them.
8. TEACHING
Teaching may consist of:
Input
Modeling
Checking for Understanding
This is divided into three parts: inputs, modeling, and check for understanding. This is the "tell them" part of the triple-exposure model.
You will want to follow the triple-exposure model:
1) tell them what you will be telling them,
2) tell them,
3) tell them what you taught them. This is the "tell them what you will be telling them" step.
Use need to use the tri-modal approach:
give the instructions orally so they can hear it
show them how it is done so they can see it
then have them follow along, so they can do it.
1. Inputs: This is where the teacher provides all of the information needed for the students to gain the knowledge or skill through direct instruction or lecture, film, tape, video, pictures, etc.
Start with the vocabulary, skills, and concepts the students will need before they can understand the new information -- what the students will need to know and understand in order to be able to successfully complete the lesson.
Tie in previously covered lessons to help reinforce concepts already learned.
Present the new information initially in a lecture form.
This is the "hear it" part of the trimodal approach.
2. Modeling: (show and tell): This is where the teacher shows or demonstrates what is to be learned. The teacher goes through the entire process one time so the students can start off by seeing a successful application of the information they will be learning.
This is the "see it" part of the trimodal approach.
3. Checking for Understanding: Determining if the student ÒgotÓ it.
Determine the students understand before going on.
Have the students do the process on their own, following you step-by-step.
This is the "do it" part of the trimodal approach.
Question or observe each student as they go through the process to ensure they are following along properly and understanding the process.
QUESTIONING STRATEGIES
Questioning Strategies: You cannot go past this point until all of the students have grasped the lesson, so you must ensure they understand.
If there is any doubt, reteach the lesson before practice begins.
Do not turn students loose to practice the lesson until you are sure they understand. It might be close to impossible for them to "unlearn" the wrong way.
Use a variety of questions or observations to ensure that each student has grasped the concept to this point. Can they do it on their own? Can they demonstrate this?
Use questions from the lowest to highest of the six cognitive domains (Bloom's Taxonomy).
QUESTIONS BASED ON BLOOMÕS TAXONOMY
Questioning strategies: asking questions that go beyond mere recall to probe for the higher levels of understanding...to ensure memory network binding and transfer.
Questions progress from the lowest to the highest of the six levels of the cognitive domain of the Taxonomy of Educational Objectives: knowledge, comprehension, application, analysis, synthesis, and evaluation.