Ensure that learning activities require learners to apply skills and habits to facts and concepts that are meaningful and important to learners (P)

Include a variety of spiraled opportunities for meaningful and important knowledge to be explained and discussed (P)

Anticipate and monitor learner thinking and ask questions that probe and guide learners to appropriate factual and conceptual understanding (P/F)

Incorporate formative and summative assessments, including checks for understanding, to assess depth of knowledge (P/F)

Correct misunderstandings* of facts and concepts accurately, completely, and as they arise (F)

Monitor the topics learners select to focus on when choice is provided to ensure appropriate rigor of facts and concepts, and redirecting as needed (F)

Include priming activities, such as warm ups, being inspired by models, or goal setting, to generate both excitement and clarity about the tasks ahead (P)

Conduct or present compelling demonstrations that transform abstractions into specific details (P)

Engage in whole group discussions or Socratic Seminars in which the entire class can talk about concepts, content, skills, or the learning process (P/F)

Reinforce the development of the self-directed learning cycle by establishing time to reflect on learning, data, or common misunderstandings (P)