| Input. |
Use a variety of methods to convey the
information: overheads, charts, handouts,
videos, case examples, role play, computers,
manipulative, discussions, etc. |
| Get their attention and bring to mind
relevant prior learning. |
Use cues to signal when you are ready to
begin.
Move around the room and use voice
inflections. Review the previous day's lesson.
Have a discussion about previously covered
content. |
| Perception - point out important
information. |
Provide handouts. Write on the board or use
transparencies. |
| Present information in an organized
manner. |
Show a logical sequence to concepts and
skills. Go from simple to complex when
presenting new material. |
| Move from short to long-term memory.
Provide opportunities for students to
elaborate on new information. |
Present information in categories. Show
students how to categorize (chunk) related
information. Connect new information to
something already known. Look for
similarities and differences among concepts. |
| Long-term memory: organization and
retrieval. Show students how to use coding
when memorizing lists.
Provide for repetition of learning. |
Make up a silly sentence with the first letter
of each word in the list. Use mental imagery
techniques such as the keyword method.
State important principles several times in
different ways during presentation of
information (STM). Have items on each day's
lesson from previous lesson (LTM). Schedule
periodic reviews of previously learned
concepts and skills (LTM). |
| Provide opportunities for over learning of
fundamental concepts and skills. |
Use daily drills for arithmetic facts. Play a
form of trivial pursuit with content related to
class. |