Students are presented with meaningful, higher-order activities that create the context for learning and build a “felt need” to learn the lower-order skills.
Students learn best from a “felt need,” when learning takes place in a greater, authentic context. Instead of a teacher presenting a lesson on, for example, ratio and proportion, ask students to create a scale model of the classroom and suggest a redesign. Students will have a “felt need” to learn ratio and proportion, and how it relates to real life situations. The teacher can now teach the lesson! The question is not whether or not teachers will continue to present their lessons – it is when to teach the lessons in the learning process.