Walter Geerts & René van Kralingen - The Teachers' Handbook

2.2 The default situation

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2.2.1 A closer look at the students’ default situation 2.2.2 Determining the students’ default situation

2.3 Learning objectives

2.3.1 The use of learning objectives 2.3.2 Formulating learning objectives

2.3.3 Knowledge deficits

2.4 Adolescents in your classroom

2.4.1 Perception of adolescents 2.4.2 Adolescence: three stages 2.4.3 Imbalance in the teenage brain

2.4.4 Family influence 2.4.5 Conclusions

2.5 Differentiation

2.5.1 Terms explained

2.5.2 How to differentiate in your classroom

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2.5.3 Limits of differentiation

2.6 Reflection

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How to facilitate classroom learning

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3.1 The stages of the educational process

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3.1.1 Aligning the learning outcomes, activities and assessments

3.1.2 Education control loop 3.2 Direct instruction: a lesson model

3.2.1 Stage 1: Present objectives of the lesson and activate prior knowledge 3.2.3 Stage 3: Check if key concepts have been understood 3.2.4 Stage 4: Give instructions for student activities 3.2.2 Stage 2: Introduction or instruction

3.2.5 Stage 5: Practice under guidance 3.2.6 Stage 6: Practice independently

3.2.7 Stage 7: Reflect on key concepts and preview new topics

3.3 What constitutes an effective lesson?

3.3.1 The lesson is presented at the appropriate level 3.3.2 The student sees the usefulness of the material 3.3.3 The student is held individually accountable

3.3.4 The teacher outlines the structure of the lesson in progressive steps 3.3.5 Student learning and thinking are made visible

3.3.6 Feedback is immediate