The introduction is an important and often neglected part of each lesson. This is an opportunity for teachers to connect the content of the lesson to the students. Studies show that when students perceive content to be relevant and meaningful, they are more engaged, have higher perceptions of the lesson, and are more likely to use the learning outcomes outside of the class. 

Communicating the relevance is especially important at the beginning of units. “Selling” the content (set induction) will increase their participation throughout the unit. Since each student has different needs and interests, the more relevant and meaningful benefits (be creative) you present for the unit, the more students you will reach.

The introduction is also the time where a teacher can answer student questions before they are asked. By giving a quick overview of the lesson, teachers eliminate the question “What are we doing?” and informs the students of what they will be able to accomplish by the end of the lesson.

The last part of a good introduction is telling the students your expectations and how they will be held accountable. When students are held to high expectations, they achieve more and have higher levels of self efficacy.  Telling students how you will hold them accountable increases their level of engagement. For example, if we were to tell you prior to reading this section that you will have to create an introduction using the strategies listed, you would probably read the section more carefully to ensure you create a good introduction.

Checking for understanding is a quick way to know that you are communicating your instructions to your students in a clear manner. By asking a specific question instead of the general “Are there any questions?”, teachers find out how many students understood what was said and it gives the students an additional opportunity to hear the information (from the other students).                                                                                       
                                                                                                                                                                Use the arrows to advance through the slides. 

Congruent feedback is another effective teaching strategy. Feedback should match the cues that were given and be specific to each student. For example, saying “good job” does not give the student any indication of what he/she did well. Instead, tell the student which specific cues he/she performed well.  Not only does positive congruent feedback serve as a reminder for that particular student, but it can also remind the class as a whole.

Recognition Check: "Give me a a thumbs up if you understand or a thumbs down if you are not sure."
Verbal Check: "What do you do when the music stops?"
Performance Check: "Point to your finger pads."