A. General Format
A student or group makes an error, or is too slow, or is weak in giving an answer or performing a task.

1. Praise
"Nice try."
"Not bad."
"Close, but not quite cigar material."

2. Model
"Like this..." Then show how.
"The answer is..." Then tell it.
"Try it this way..." Then show how.
[If there are certain concepts, rules, propositions, and steps that must be firmed, state these while you answer the question or enact the model. Make your knowledge explicit. Repeat the model a few times if needed. "You see it, now?"]

"I'm trying to find kinds of conflicts facing Hamlet. So, I'm reading this passage. Hamlet says, 'O, this is hire and salary, not revenge.' It sounds like he is contrasting these two motives or outcomes. One is for HIM ("salary") [note the use of stimulus accentuation as a prompt.]; the other is for his FATHER (namely, revenge). Now, I ask myself, whom does Hamlet want to serve? Himself or his father?... He wants to be a good boy. So he wants to serve his father. And his father wants revenge. But if Hamlet imagines that other people will applaud ("scan") what he has done, then it would be like getting a salary. So, it looks to me as if Hamlet faces a conflict. 'If I kill Claudius I will be applauded. But that's not pure revenge. And if I don't kill Claudius then I will be disobeying my Dad. I either kill Claudius or I don't. Therefore, I either kill him for the wrong reasons or I am not a dutiful son.' And so again, Hamlet fails to act.' So, what was my strategy? I looked for one source of motivation, or pressure, or opportunity. Then I look to see if there is anything else in the situation that conflicts with this."

3. Lead
"Okay, let's do it together."
"Now, we'll try it together."
"All together now..."
[You and students read the passage together. You point out the main points that illustrate use of the strategy.]

4. Test
When students seem to "get" the concept, proposition, rule or step(s) in an operation/strategy that you have modeled and lead them through, have them do it independently (or as a group).
"Okay, I think you got it. Now let's put it all together. Here's another bit of text. Look at Act III, Scene Four. Hamlet sees his father's ghost and says, 'Do you not come your tardy son to chide, That, laps'd in time and passion, lets go by The important acting of your command?'

And then the ghost says, 'Do not forget: this visitation is to whet thy almost blunted purpose.'

What are the opposing things that cause a conflict here?"

5. Firm
Repeat modeling, leading or testing until students answer questions or enact strategies quickly and accurately--i.e., fluently (and altogether?).

"Okay, you almost got it. One more time."

6. Delayed Test
After working on other material for awhile, go back to the material with which they had trouble and "test" again. For example, students find conflict in different passages from Hamlet.

B. Labeling Errors or Tasks
When a task involves using concepts; i.e., a) giving a definition ("So, egoism is what?"); and/or b) categorizing events ("So, behavior that involves taking oneself to be the sole source of one's morality is called what?")--and students make errors or are weak, use an error correction strategy that involves:

1. Model
"Behavior that involves taking oneself to be the sole source of one's morality is called (pause) egoism. Behavior that involves taking oneself to be the sole source of one's morality is called what? ["Egoism!" "Yes, egoism."]

2. Alternating Pattern
Basically, "This is glerm. This is NOT glerm." For example, students give a definition of egoism and of anomie (lack of firm moral principles and standards of conduct). Students also label descriptions of egoism vs anomie.

3. Delayed Test
After working on other material, come back to this material and test on different examples.

C. Strategy Errors
Here, students do not properly follow steps in a strategy. Perhaps they are weak on concepts needed ("What's squared mean?"); or propositions ("A power function greater or less than 1.0 is curvilinear?"); or rules ("What do I do after I...?"); or tool skills ("I don't know how to multiply."); or learning channels (It's hard for me to think a long passage and then write it."). [This is where the enriched task analysis comes in handy!]

1. Correct Specific Errors
"To square a number is to multiply it by itself. For example..." (Model.)
"When the solution turns pink, make plans to buy diapers."

Some re-teaching may be needed. You have to determine how weak students are.

2. Present the Entire Task/Strategy Again
This is to insure that students see how the part/step/concept/rule/proposition/tool skill/learning channel fits into the larger sequence.

Prompt, lead, and re-test until firm.