ERIC Number: ED304864
Record Type: RIE
Publication Date: 1989-Apr
Reference Count: N/A
Design and Delivery of Lessons.
Archer, Anita L.; Gleason, Mary
The primary goal of special educators must always be to optimize the instruction given to low-performing students. The amount of teacher-directed instruction that low-performing students receive is directly related to their achievement. To maximize the amount of teacher-directed instruction, small and large group instruction is recommended. Lessons should include three components: an opening, a body, and a close. The opening of the lesson involves gaining the students' attention, reviewing critical prior knowledge, and stating the goal of the lesson. The body of the lesson encompasses modeling the new skill and providing guided practice of the new skill through prompting and checking. The close of the lesson includes a review of information, a preview of the next lesson, and introduction of independent work. To increase the attention and accuracy of students, the teacher should use such delivery skills as eliciting frequent responses from the learners, providing appropriate feedback on correct and incorrect responses, and maintaining the attention of the learners. (JDD)
Publication Type: Guides - Non-Classroom; Speeches/Meeting Papers
Education Level: N/A
Audience: Teachers; Practitioners
Authoring Institution: N/A
Note: Paper presented at the Preconvention Training Program "Exploring the Theory/Practice Link in Special Education" at the Annual Convention of the Council for Exceptional Children (67th, San Francisco, CA, April 2-3, 1989).