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We must design activities in which learners apply their new understanding within a different or unfamiliar context. Certainly this should be about more than simply repeating back information – knowledge is the lowest rung on the ladder in Bloom’s/ Anderson’s Taxonomy. The opportunities here are vast and varied. Learners may find themselves simply answering an exam question, or an on-line quiz, but they might just as well find themselves preparing questions for others, preaching a sermon, recording a podcast or presenting a TV show. The demonstration of learning can be achieved in many ways: visually, kinaesthetically and orally, and individually, in groups or as a whole class.  \nThe role of the teacher in this stage of the session is to provide these opportunities. We should prompt and guide, check for understanding and coach for learners. We should encourage thinking and interaction through carefully crafted questioning, and the activity must be designed so that it allows learners to achieve the previously agreed learning outcomes.  \nOf course it is crucially important to prepare our students to succeed in written examinations, but we need to give them opportunities to show their understanding in a variety of ways-spoken, visual and written. The more opportunities to explain their understanding and thinking before writing, the better the written work is likely to be.  \n‘Ohhhh... now I get it!’  \nIt is a great feeling when that Eureka moment of discovery and understanding occurs in our learners. Often we strive to explain things in many different ways to get individuals of all preferred styles of learning to understand. Using the  \nTEEP approach, opportunities are built in to every learning experience to allow learners to show they really do ‘get it’. If they do, then explaining why, to their teacher, their peers,orthe wider community really helps to embed understanding.  \nThe fourth and fifth stages of the TEEP cycle are often confused and it is worth taking a moment to see how they are distinct.  \nImagine a horse and a cart. How we fill the cart is of supreme importance. If we load the car too quickly and without thinking of a stable base and sensible structure, the contents are likely to be shed. The Construct time is vital to students so that they can organise their information into their ‘carts’ in their own way. If the cart moves off too quickly, learning may be lost. Before saddling up and riding into the Apply section of a lesson, students must make their understanding on the cart secure.  \nThe two stages will, however, often go hand in hand, and sometimes form mini loops within a whole cycle. Consider the Artist’s easel described in the Construct section. Students have to read and understand text in order to ‘translate’ it into images. In the Construct section of the lesson, the teacher will spend time circulating amongst students helping them to make meaning from information. Students will probably find themselves talking to each other during this type of activity, getting ideas and sharing understanding.  \nWhat they have produced can be used in the Apply to Demonstrate phase where questioning is key here. The type of question asked will determine the quality of the understanding being assessed. At the lowest level asking‘What do your pictures mean?’ will prompt regurgitation of the information you provided them with in the first place. To gain a better insight into the students’ understanding they must be asked to use the information they have translated to answer better questions;  \nWhat would happen if…? How would this affect….?  \nIf we changed this what would happen to….?  \nHow could thisbe made much larger?  \nThe latter are questions that require stude","cbCaioyIUM2QUXLm","https://ap.wps.com/l/cbCaioyIUM2QUXLm","pdf",1531296,"English","# Apply to demonstrate\n## 教师角色与学习机会\n## 书写前解释的重要性\n## Eureka时刻与理解巩固\n## 区分第四、第五阶段\n## Construct与Apply的衔接\n## 提问如何决定评估质量\n## 活动示例：诗歌解读与拼贴阐释\n## 差异化资源与总结性评价","[{\"question\":\"TEEP循环第五阶段“Apply to demonstrate”在做什么？\",\"answer\":\"学习者通过在新情境中应用已学内容来证明自己真正理解，而不仅是重复给定信息。活动需要让学习者完成既定学习成果。\"},{\"question\":\"为什么要在书写前多给学习者解释和互动的机会？\",\"answer\":\"文中指出，学习者在写作前越多机会表达理解与思考，其后续书面作品质量就越可能更好。\"},{\"question\":\"如何区分TEEP循环的第四阶段Construct与第五阶段Apply？\",\"answer\":\"Construct侧重组织信息、形成意义与建构理解，并可能通过课堂交流产生理解。Apply则在此基础上以提问等方式评估学习者迁移后的理解，并据此为下一轮学习规划提供依据。\"}]","TEEP-A4-4pp - Apply to Demonstrate | PDF",1789462682]