1. Teachers can describe to students how they intend to "calibrate the difficulty level" and give students "choices" in order to "nurture collaboration". Namely, , move along the X axis.
2. Use the "ski hill" example in order to convey the right level hill on which the novice skier.will learn most. (If the hill is too easy or too hard, then the skier (student) learns less... a "window of instruction", "teachable moments").
3. The teacher "segments lessons", creates an "inviting learning environment", "graduates prompts and supports".
4. In addition, the teacher can "contextualize lessons", "embed goals", "conduct on-line diagnosis", address the students' "stubborn misconceptions" and "challenge myths" or false beliefs, "transfer responsibility", help students to "anticipate barriers" and discuss possible "procedural bugs".
5. In order to foster mastery, students are encouraged to "construct knowledge", "bridge or transfer abilities", "learn metacognitive skills", and engage in "relapse prevention".
6. Doing all these things will have a "ripple effect" (like a stone in a pond).