Give learners a visual alert with any instructions and also when helping individuals. Be positive, be brief, and be gone. For example, for a TDG the map graphic and instructions are written on the dry-erase board and then read to learners with the scenario. Questions from learners about what is required are directed to the visual alert on the board. Questions from learners on their ideas are given brief positive comments with rapid identified areas for improvement and then the teacher quickly moves on. This forces learners to engage and not to rely on the teacher for extensive assistance.
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