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Engage
Initiates the learning task. The
activity should make connections between past and present learning
experiences, and anticipate activities and organize student's
thinking about the learning outcomes of current
activities. |
- Creates interest
- Generates curiosity
- Raises questions &
problems
- EIicits responses that uncover
students , current knowledge about the concept/topic
|
Explore
Provides students with a common base of
experiences within which current concepts, processes, and skills are
identified & developed. |
- Encourages students to work together
without direct instructions from the teacher
- Observes/listens to students as they
interact
- Asks probing questions to redirect
students, investigations when necessary
- Provides time for students to puzzle
through problems
- Acts as a consultant for
students
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Explain
Focus
students' attention on a particular aspect of their engagement &
exploration experiences, and provide opportunities to demonstrate
their conceptual understanding, process skills, or behaviors. This
phase also provides opportunities for teachers to introduce a
concept, process, or skill |
- Encourages students to explain
concepts & definitions in own words
- Asks for justification (evidence)
and clarification from students
- Formally provides definitions,
explanatiots & new vocabulary
- Uses students' previous experiences
as the basis for explaining concepts
|
Elaborate
Challenge and extend students' conceptual
understanding and skills. Through new experiences, the students
develop deeper and broader understanding, more information,
and adequate skills. |
Expects students to use
vocabulary, definitions, and explanations provided previously in new
context
- Encourages students to apply the
concepts and skills in new situations
- Reminds students of alternative
explanations
- Refers students to alternative
explanations
|
Evaluate
Encourage students to assess
their understanding and and abilities and provide opportunities for
teachers to evaluate student progress. |
Refers students to
existing data & evidence and asks, What do you already know? Why
do you think...?
- Observes students as they apply new
concepts and skills
- Assesses students' knowledge and/or
skills explanations
- Looks for evidence that students
changed their thinking
- Allows students to assess their
learning and group process skills
- Asks open-ended questions such as,
"Why do you think... ? What evidence do you have? What do you know
about the problem? How would you answer the question?
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