Guiding the students through the GL process requires for the teacher to take many responsibilities. Professor Domínguez Hills and the AC researcher, Susan Prescot, (1997), from the University of California, mention these:
♦ MOTIVATING the students, catching their interest and attention before introducing new concepts or skills. Some motivational strategies can be: asking the students to explain something, sharing the individual answers relevant to the subject, using visual or auditory stimuli, guessing the answers to questions that will be asked again at the end of the class, etc.
♦ PROVIDING the students with a specific experience before explaining an abstract idea or procedure. It can involve doing a demonstration, playing a video or audio, bringing material or physical objects to class, analyzing data, registering observations, inferring the critical differences between the information in columns such as "efficient vs. inefficient", "right vs. wrong", etc.
♦ VERIFYING the students have understood and that they're actively listening during explanations and demonstrations. Ask the students to show, talk or ask about what they understood. Active listening strategies during a presentation are: completing a phrase, finding an internal mistake, thinking about a question, creating an example, looking for notes that back or contradict what's being presented in class, etc.
♦ OFFERING the students the chance to think about the new information, concepts or skills and to actually apply them. These sessions may include creating arguments in favor or against a specific subject, writing summaries, analyzing information, writing a critique, explaining events, explaining their agreement or disagreement with arguments presented or solving problems.
♦ REVIEWING the material before the exam. This is the students' responsibility. Ask them to write questions as if they were preparing an exam to specialize in the subject and then to ask each other questions. They may also design a review of the subject or write summaries with important information so they can use them during the exam.
♦ COVERING enough textual information. The students may help each other through reading, writing summaries with blanks or questions that the rest of the students should fill out.
♦ ASK FOR A SUMMARY after an exam to make sure the students have learned from their exam or project. Direct review sessions after an exam and ask the students to help each other understand alternative answers. It's each student's main responsibility to help his or her classmates.