When Ms. Krakowski teaches the process of long division, she describes the objective of the lesson and demonstrates the procedure on the chalkboard. Then she has students solve long-division problems at the chalkboard, where she can give them frequent guidance as they work. Later, after the students show some proficiency with long division, she has them work on additional problems at their desks
Ms. Krakowski's approach can best be classified as which one of the following?
a. Task analysis
b. Direct instruction
c. Discovery learning
d. Learner-directed instruction
b
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