-They serve to activate and control learning processes in order to facilitate successful learning.

(2) supportive information.

-Information to verify the determination for which such documentation and information is requested.

(3) procedural information.

-Information that is prerequisite to the learning and performance of routine aspects of learning tasks and provide specification on how to perform those routine aspects.

(4) part-task practice. 

-Additional exercises for routine aspects of learning tasks and only necessary if the the learning tasks do not provide enough repetition to reach the required high level of automaticity.

Informing the learner of the objective

Stimulating recall of prior learning

Presenting the content

Providing learning guidance

Eliciting the performance

Providing feedback

Assessing the performance

Enhancing retention and transfer

 

2. Stating objective you are going to teach. 
What do you want your students to know by the end of the lesson? Looking ahead at your learning outcomes is very important.

 

3. Selecting, modify and design instructional methods, media, strategies,   and materials.
It’s important to choose methods and materials that will appropriately meet the state objectives that you are teaching. This requires a lot of planning and preparation on the teacher’s part. Materials also need to be bought or borrowed ahead of time, which requires preparation.

 

4. Utilizing these media, technology and materials.
it is very important to preview or use media and materials before your lesson, especially when using technology (smartboard, document camera, streaming video), to make sure everything works appropriately.

 

5. Requiring learners participation
 Requiring that students be actively involved in the lesson will not only engage students, but will help them retain what they are learning. Some ways to do this are to incorporate cooperative learning structures, questioning, having discussions, or creating fun, hands-on activities.

 

6. Evaluating and revising.
while this step is often skipped over, it is actually the most vital piece. “Anyone can develop a lesson and deliver it, but really good teachers must reflect upon the lesson, the stated objectives, the instructional strategy, the instructional materials, and the assessment and determine if these elements of the lesson were effective or if one or more of them need to be changed the next time the lesson is done” (“The ASSURE Model, Heinich, Molenda, Russell, Smaldino, 1999”). Re-teaching is not a negative thing; it’s actually the mark of a great teacher that recognizes when the students did not meet their learning outcome and are committed to ensuring their students’ success.