ABSTRACT
In the previous chapter we described an approach to teaching aimed at helping students acquire factual and conceptual declarative knowledge. We observed two members of a seventh-grade social studies-language arts team use presentation and explanation to help their students acquire background knowledge about race relations in the United States between the 1930s and the 1960’s Civil Rights Movement. Now let’s look in on another classroom in a neighboring school, where Shelley King, a high school health teacher, is conducting a lesson on cardiopulmonary resuscitation:1
Ms. King: “Now class, I want you to observe very closely as I demonstrate the third or C step of cardiopulmonary resuscitation, CHEST COMPRESSION to restore blood circulation.”
