2. It includes teaching strategies “in which the teacher’s
role is to present the knowledge to be learned and to
direct, in a rather explicit manner, the learning process
of the students” (Shuell, 1996).
Content that is specific and well defined. Skills such as
adding, subtracting, multiplication and division.
It is content that all the students need to master to
ensure success in later learning efforts. Like math and
reading.
It is content that students would have difficulty
obtaining on their own.
During the lesson, the teacher takes primary
responsibility for guiding learning by
modeling, explaining and questioning.
3. Students, with the teacher’s guidance, take
more responsibility for constructing their own
understanding.
Teacher centered and learner centered
approach are directly related to each other.
4. Instructional strategy designed to teach
essential knowledge and skills that are needed
for later learning.
5. Backwards design: An approach to planning
that first identifies desired learning
objects, then specifies ways to assess whether
those objectives are met, and finally establishes
learning experiences to reach the objectives
(Wiggins & McTighe, 2005).
6. Introduction and review: designed to attract
students attention, pull them into the lesson, and
remind them of previously learned content
Developing understanding: the teacher models
and explains the skill being taught or describes the
essential characteristics of the concept.
Guided practice: provides students with the
opportunity to try out the new skill and for
teachers to provide feedback in the learning
process.
Independent practice: final phase of the lesson
and is designed for additional opportunities for
students to practice the content
