• Setting clear expectation

  
  

Determining Lesson Objectives

• Helps the students by providing focus

• Trust is built when students feel teachers care for them

• When teachers make sure the activity suits each student's ZPD, they will feel the teachers care about whether they can learn

  
  

Empowering Learners

• Teachers empower students to take ownership of learning. This means students should have the autonomy to modify the task to suit their own ZPD

  
  

Considering Learners’ Profiles/ Deciding on Instructional Strategies

• Teachers understand that every student is different. Students can learn when we plan activities to suit their readiness and motivation level.

Arousing Interest

• Students are motivated when they are suitably challenged

Exercising Flexibility

• Students may not learn well in the practice tasks. As such, teacher can give the students autonomy to change the task to suits them.

Setting Meaningful Assignments

• Together with using active learning strategies, assignments will suit the students' ZPD and help them store knowledge in their long-term memory.

• Bite-sized instruction helps us to break down practice tasks into smaller, manageable ones.

• It also breaks down the learning goals into smaller steps so it can motivate the students.

  
  

• Students with learning difficulties often have low self-efficacy. Constant encouragement and positive classroom vibes can increase their encouragement.

• Active learning helps students with poor working memory.

• Instead of passive learning, the teacher can give the learning goal, and students figure out the answer by discussing, investigating, and creating learning cues.

Providing Clear Explanation

• The explanation is most clear if it comes from the students.

• In active learning, the teacher or peers assess students' understanding and build on their prior knowledge.

Facilitating Collaborative Learning/Using Questions to deepen understanding

• Active learning is an inquiry approach where students work together to help each other achieve the learning outcome through discussion, practice and creation.

Checking for Understanding and Providing Feedback/ Supporting Self-directed Learning

• As the students work by themselves to meet the learning goal, they constantly check for their own and their peers' understanding and give each other feedback.