Present
and cue lesson content
|
How
To Do It |
| Vary unit size |
Large chunks |
| |
Small chunks |
| Present
vocabulary |
Present new terms
and definitions |
| |
Have students look
up new terms |
| |
Present attributes
of rule definitions, concepts, and principles |
| |
Paraphrase
definitions, present synonyms |
| |
Present
definitions |
| |
Derive definitions
from synonym list |
| Provide
examples |
Prototypical
examples |
| |
Matched
example/non-example pairs |
| |
Divergent examples |
| |
Close-in
non-examples |
| |
Vary the number of
examples |
| |
Model appropriate
behavior |
| Use cueing
systems |
Graphical cues:
lines, colors, boxes, arrows, highlighting |
| |
Oral cues:
directions |
| |
Auditory cues:
music, etc. |
| |
Type style cues:
fonts, boldface, etc. |
| |
Special
information in special areas |
| Advise learner |
Instructional
support: number of examples, practice items,
tools, etc. |
| |
Learning
strategies |