1. Meeting standards through teacher-
centered instructional strategies

2.  It includes teaching strategies “in which the teacher’s
role is to present the knowledge to be learned and to
direct, in a rather explicit manner, the learning process
of the students” (Shuell, 1996).
 Content that is specific and well defined. Skills such as
adding, subtracting, multiplication and division.
 It is content that all the students need to master to
ensure success in later learning efforts. Like math and
reading.
 It is content that students would have difficulty
obtaining on their own.
 During the lesson, the teacher takes primary
responsibility for guiding learning by
modeling, explaining and questioning.

3.  Students, with the teacher’s guidance, take
more responsibility for constructing their own
understanding.
 Teacher centered and learner centered
approach are directly related to each other.

4.  Instructional strategy designed to teach
essential knowledge and skills that are needed
for later learning.

5.  Backwards design: An approach to planning
that first identifies desired learning
objects, then specifies ways to assess whether
those objectives are met, and finally establishes
learning experiences to reach the objectives
(Wiggins & McTighe, 2005).

6.  Introduction and review: designed to attract
students attention, pull them into the lesson, and
remind them of previously learned content
 Developing understanding: the teacher models
and explains the skill being taught or describes the
essential characteristics of the concept.
 Guided practice: provides students with the
opportunity to try out the new skill and for
teachers to provide feedback in the learning
process.
 Independent practice: final phase of the lesson
and is designed for additional opportunities for
students to practice the content

7.  Direct Teaching