It will provide context for complex language and a vehicle to send us to the text book for reading and writing activities. Teachers will explore ways to provide verbal and nonverbal cues to help students understand what it is they want them to accomplish. Simple processes like setting a predictable routine, starting certain content by standing in a certain place in a room, ringing a bell to start an activity or simply modeling what is expected are only a few examples. Teachers are schooled to understand the significance of the different stages of language development and develop questioning strategies to allow all students the opportunity to actively participate. Scaffolding strategies are utilized to expand language experience.
Teachers find a way to engage the learner and encourage participation.
In the development of lessons teachers pay particular attention to a number of areas. These components of S.D.A.I.E. lessons include hands-on activities, guarded vocabulary, cooperative learning and visual clues. Included in lesson design, teachers would also concern themselves with student organizational skills and student study skills. Hands-on activities engage the learner in meaningful experiences so students comprehend the concepts the teacher is trying to convey. Part of its objective would be to help students link key vocabulary to the experience.