Keep most teacher actions relevant to one sub-objective at a time. Generate relevant information, relevant responses, relevant activities, and relevant questions.

The consistent mental involvement of most students simultaneously, most of the time throughout the lesson. Overt: can be observed. Covert: mental activity.

A mental process of valuing or understanding the learning. Understanding: recognizing the learning in another form. Value: attaching personal importance to the learning.

The repetition of a skill after it has been performed correctly at least once. Massed: sessions close together. Distributed: sessions spaced farther apart.

Shows the correct performance and explains what makes the example a correct one. Not just demonstration — teacher names what makes it good.

The student's feelings about the learning environment. Pleasant or unpleasant tone affects memory and effort.

An internal sense of anticipation or expectation about the learning experience. Tools include pressure, pacing, and proximity.

An internal sense of progress with the learning. Student performs the task in less time, with fewer errors, or learns something new.

Specific, immediate feedback on student performance.

An internal reaction to novelty (uniqueness), vividness (appeal to the senses), or importance to the learner.

A mental process that links a student's past experience to the current learning. Creates a mental hook before new content.

A mental process that allows students to summarize the learning that just took place. Requires Active Participation, Relevancy, and a Summarizing Activity.

A process of listing essential learnings as the basis for pre-assessment, allowing the teacher to begin instruction where all students may experience progress.

The ability of the teacher to assess the learning of all students and make appropriate decisions during the lesson — not after.