Basic HTML Version
Phases of
learning
Phase of
learning
Exit goal(s)
Effective
teaching
strategies
(Haring, Lovitt, Eaton & Hansen,
1978
cited
inWright)
Acquisition
Students
learn
to demonstrate
The
student can:
The
teacher should:
new
knowledge,
skills and
•
demonstrate knowledge,
•
model/demonstrate
how
to
perform
strategies,
for
example:
skills
and strategies
a
particular
skill
or
strategy
using
•
recognise highfrequency
accurately, with
‘think
aloud’
irregular words
minimal support
•
model multiple
examples before
•
use
capital
letters
at the
students
are
expected
to demonstrate
beginning
of sentences
knowledge,
skills
and strategies
•
use
a
jellybean
switch
independently
to
activate
an MP3
player
•
present
examples
that
assist
students
to
listen
to
a poem
to
build
on
their background
knowledge,
skills
and strategies
•
provide
students with permanent
models
for
their
reference
(eg
a sample
paragraph
completed
using
a scaffold)
•
provide many
opportunities
for students
to
practise
using
the
knowledge,
skill
or
strategy
•
monitor
student
responses
in
order
to
ensure understanding,
and that
students
do
not
repeat errors
•
provide
appropriate
feedback
to
students
about
accuracy
and
effort
Fluency
Students
get
better
and
faster at
The
student can:
The
teacher should:
demonstrating
knowledge, skills
•
demonstrate knowledge,
•
provide
frequent
opportunities to
and
strategies,
for example:
skills
and
strategies readily
practise
the
use
of
knowledge,
skills
•
•
read with fluency
respond
to
a
greeting
in
reasonable
time frame
a
•
combine
newly acquired
learning with existing
knowledge,
skills and
and
strategies
(eg
repeated reading,
reading
highfrequency words quickly
and without hesitation)
strategies
•
plan
learning
experiences
that elicit
frequent
student input/responses
•
provide
appropriate
feedback
to students
about
accuracy
and
fluency
Support Materials
for
Students with
Special
Education Needs
IMPLEMENTATION
20
Teaching
and
learning
cycle
English K–6