Outline :

I. A Supportive Classroom Climate.

Students learn best within cohesive and
caring learning communities.
a. Research findings.
1. Productivity from climate.
2. Improved student participation.
b. In the classroom.
1. Teachers disposition.
2. Teachers relationship with students.
II. Opportunity to learn.
Students learn more when most of the
available time is allocated to curriculumrelated
activities and the classroom
management system emphasizes maintaining
their engagement in those activities.
a. Research findings.
1. Management by teachers.
2. Establishment of learning environment.
3. Positive engagement.
b. In the classroom.
1. Efficient use of time.
2. Sense of purposefulness.
3. Collaboration.
III. Curricular Alignment.
All components of the curriculum are
aligned to create a cohesive programme
for accomplishing instructional purposes
and goals.
a. Research findings.
1. Subject integration.
2. Main purpose.
b. In the classroom.
1. Essential Preparation.
2. Content development.
IV. Establishing Learning Orientations.
Teachers can prepare students for learning
by providing an initial structure to clarify
intended outcomes and cue desired
learning strategies.
a. Research findings.
1. Advance learning previews.
2. Maintenance of goal orientation.
b. In the classroom.
1. Advance organizers.
2. Sense of purpose.
V. Coherent Content.
To facilitate meaningful learning and
retention, content is explained clearly and
developed with emphasis on its structure
and connections.
a. Research findings.
1. Variety of application.
2. Avoidance of ROTE.
b. In the classroom.
1. Relationship between content to situations.
2. Reference aligned with learning set.
VI. Thoughtful Discourse.
Questions are planned to engage students
in sustained discourse structured around
powerful ideas.
a. Research Findings.
1. Questions to stimulate thought.
2. Construction and communication of learning.
b. In the classroom.
1. Questions related to content.
2. Cognitive thought process.
VII. Practice and Application Activities.
Students need sufficient opportunities to
practise and apply what they are learning,
and to receive improvement-oriented
feedback.
a. Research Findings.
1. Presentation of lesson.
2. Questions.
3. Student Engagement.
b. In the classroom.
1. Practice.
2. Assignments.
3. Feedback.
VIII. Scaffolding students task engagement.
The teacher provides whatever assistance
students need to enable them to engage in
learning activities productively.
a. Research findings.
1. Variety of activities.
2. Learning experiences.
b. In the classroom.
1. Follow up activities.
2. Independent work.
IX. Strategy teaching.
The teacher models and instructs students
 in learning and self-regulation strategies.
a. Research findings.
1. Propositional knowledge.
2. Procedural knowledge.
3. Conditional knowledge.
b. In the classroom.
1. Explicit instructions.
2. Cognitive modelling.
X. Co-operative learning.
Students often benefit from working in pairs
or small groups to construct understandings
or help one another master skills.
a. Research findings.
1. Collaboration.
2. Cognitive and metacognitive benefits.
b. In the classroom.
1. Whole-class lessons.
2. Co-operative formats for activities.
XI. Goal Oriented Assessment.
a. Research findings.
1. Functional assessment components.
2. Monitoring.
b. In the classroom.
1. Regular evaluation for students.
XII. Achievement expectations.
a. Research findings.
1. Academic leadership.
2. Curriculum mastery.
b. In the classroom.
1. Students capability.
2. Realistic goals.
3. Individualized instructions.

Taken from: Teaching by Jere Brophy.