PHASE 2

Presentation of new information:

• Input - provide sufficient information for learners to gain the skill or knowledge (use a variety of tools such as lectures, films, tapes, video, and pictures).
• Model - once the material has been presented, the practitioner uses the material to show learners examples of what is expected as an end product of their work. Make sure that the skill is presented both verbally and visually.
• Check for understanding - determine whether learners have "got it", before proceeding. It is essential that learners practice doing it correctly so the practitioner knows when they understand, before proceeding to practice. If there is any doubt that the learners have understood, then the concept/skill should be re-taught before practice begins.

Questioning strategies:

• Ask questions that go beyond mere recall to probe for higher levels of understanding.
• Ask questions to check for learner knowledge, comprehension, application, analysis, synthesis, and evaluation.

PHASE 3

Guided practice:

• Provide opportunities for each learner to demonstrate his/her grasp of new learning by working through an activity or exercise under the practitioner's direct supervision.
• Provide feedback that is immediate and specific. Learners benefit both from praise that clearly targets what they have done well, and from corrective feedback.