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Asking students how addition works before beginning the lesson on multiplication. (Monitoring and Diagnosing)
Teaching students about the Revolutionary War battle by battle. (Presenting and Structuring)
Having a student answer a problem on the board while the teacher gives hints. (Guided Student Practice)
Reminding a student who got a multiplication problem wrong that multiplication is repeated addition.(Feedback and Correcting Errors)
Students complete a worksheet while the teacher checks their work. (Reaching Mastery)
A weekly review before a unit test. (Review Over Time)

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Always reward good behaviors before explaining how to fix the bad. Make corrections to students' process so they can find the right answer on their own.

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This is when teachers assist students in answering sample problems related to recently-taught content

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pieces.

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manageable,

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It is important to introduce new content in small,

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Monitoring and Diagnosing to Gauge Progress

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Monitoring and Diagnosing to Gauge Progress

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This strategy consists of asking students questions to check on their understanding of previous learning, and is commonly used to provide a sense of continuity from the previous lesson.

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THERE ARE SIX DIRECT INSTRUCTIONAL STRATEGIES

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THERE ARE SIX DIRECT INSTRUCTIONAL STRATEGIES

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Direct teaching is best suited for teaching students facts, rules, and action sequences.

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This is the step where students can work independently to form action sequences over time. During this time, the teacher will walk around the room to correct student errors, working efficiently to address as many students as possible.

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After content has been taught, it is important to review it periodically to diagnose whether or not re-teaching is necessary. This is often done weekly or monthly in order to prepare for an assessment.