This technique is commonly applied when,

instead of sharing the rules first, you put examples up on the board first, and

then, second, ask students to come up with the rules themselves.

While the first structure I mentioned, teach, model, and

question, focuses on what a teacher does, this second structure,

this inductive structure, looks something like this.

Learners see models you have given them, infer from those models or

examples by coming up with rules about it and then elaborate.

Model, infer, and elaborate.

The teacher then takes those inferences and adds to or amends them.

Now, why would I use this method?

To be honest, it allows for students to struggle with language and

come up with rules on their own.

This gives students a chance to come up with a language rule and concept for

themselves and create a sense of solving a problem together.

I don't do this all the time, but I certainly love putting the burden of

responsibility on learners' shoulders and watch them rise to the occasion.

All right.

Now, let's turn to our three teachers to see how they present instruction.

As you watch these teachers, think about how they present new information.

What do they do to make information sticky?

Do they employ visual aids, put key information on the board,

ask students questions and speak clearly?

Perhaps tease out comments from the learners

in order to develop a critical learning environment?

Let's find out.

>> Okay, everyone.

Today we are going to learn about these tricky little beasts called a and an.