1. Focus: motivator.

1. Focus: attention grabber.

2. Objective: what students will be able to do by end of the lesson.

2. Objective: to solve problems. What students learn is cannot be stated in advance.

3. Purpose: why lesson is important, useful and relevant.

3. Purpose: to increase understanding and enjoyment of the group task by developing the habit of independent, critical, and reflective thinking.

4. Input: new information or activities.

4. Input: basic questions of interpretation and the co-leader's related, prepared followup questions of interpretation.

5. Modeling: verbal or physical example of acceptable finished product or process.

5. Modeling: the co-leaders follow the four Rules of Socratic discussion.

6. Checking for understanding to determine if students have the information needed to complete the task.

6. Checking: co-leaders ask spontaneous follow-up questions for clarification, substantiation, more opinion, consistency, implication, relevance, and resolution.

7. Guided practice: task done independently or in small groups with teacher help

7. Guided practice: Students learn how to rely on their own judgment about which answers are good, better, or best and to distinguish the false from the true.

8. Closure: summary of should have been the learned. Objective is restated.

8. Closure: a written or oral resolution to problem(s) of interpretation.

While the article illustrates the importance of the Socratic method for active learning, the didactic model still has a necessary but ancillary role since teachers must sometimes provide organized information not accessible other ways. A comparison-contrast outline of two generic lesson plans reveals important differences.