HOW TO MOVE STUDENTS FROM THE POINT OF BEING A NOVICE AT A TASK OR SKILLS SET ( ACQUISITION PHASE ) TO THE POINT OF MASTERY ( CONSOLIDATION PHASE) There are two major instructional ways to move students UP this Y AXIS, namely, by means of DIRECT INSTRUCTION and by means of DISCOVERY LEARNING ( ala USE OF SOCRATIC QUESTIONING ). LIST OF LINKS DESIGNED TO MOVE STUDENTS ALONG THE Z AXIS OF GENERALIZATION AND MAINTENANCE OF MASTERED SKILLS LANGUAGE OF INSTRUCTION Each professional group has their own language system, vocabulary or set of terms that facilitate communication and that reflects shared knowledge ( e.g. doctors, lawyers, chefs, florists). Similarly, teachers and coaches have their own pedagogical set of terms that we will consider in the discussion of the instructional model. The GLOSSARY at the end of this book includes the professional terms of instruction ( e.g., ACQUISITION , CONSOLIDATION, META-COGNTITIION ). HOW “ EXPERT” TEACHERS AND COACHES MOVE STUDENTS ALONG THE X AXIS - DIFFICULTY AND COMPLEXITY DIMENSION Consider what instructors need to do BEFORE, DURING , and AFTER teaching a specific set of skills or lessons. Inherent in teaching is setting up the instructional setting as an INVITING LEARNING ENVIRONMENT. . Expert teachers organize their classroom setting in both a functional and user- friendly fashion ( e.g. story-time areas, welcoming pictures. and other well organized activity arrangements). The “ expert “ teacher Is not only preoccupied in setting an ILE in his/her classroom , but is engaged in ensuring that the school, as a whole is indeed INViTING ( See below LINK for a list of ways PRINCIPALS can make school safer and more inviting and LINK for Ways teachers can actively engage parents)