ABSTRACT
A look into most secondary classrooms, and even many primary classes, reveals a way of teaching that has been described variously as direct instruction (Rosenshine & Stevens, 1986), guided instruction (Baumann, 1986), and active teaching (Good, Grouws, & Ebmeier, 1983). The familiarity of the lessons stems, in part, from the well-known format that is followed. A lesson begins by reviewing or checking the previous day's work, which is then followed by a presentation from the teacher on the new content to be learned. Next is guided practice for students, in which the teacher checks for understanding by asking questions and providing feedback and corrections as necessary. Finally, this sequence ends with independent student practice (Rosenshine & Stevens, 1986).
