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Many teachers do not consider functions of the various phases of activities of a lesson or how the phases of lessons related to students thinking. Instead, they deliver instructions focused exclusively on content. They prepare lessons and deliver instructions based on arbitrary phases of lessons. Where students must engage in learning to emphasized specific strategies and skills of the different phases of lessons, many teachers emphasize content teaching and learning. (1) At the triggered interest phase of lessons where students ought to be learning how lessons relate to their experiences, teachers introduce content of lessons. (2) At the maintained interest phase of lesson where students ought to be learning about resources to facilitate tasks, traditional teachers emphasize resources focused on content of a lesson; (3) At the sustained interest phase of a lesson where students ought to be engaged in learning about the fundamentals of content knowledge, traditional teacher emphasize content exclusively; they emphasize instances but not the fundamentals (formulas and strategies) that explain how instances relate to one another, and so on. In every phase of lessons, they emphasize content learning activities but not subject-matter formulas or strategies. Consequently, many students fail to develop interest; they fail to understand how, what, and why they must engage in formal learning activities.
In this project, activities of the phases of thinking and how activities of the phases of thinking relate to phases of activities of lessons are explained. This article helps to explores what are phases of thinking and how they relate phase of a lesson.
