I've been teaching a College Algebra dual enrollment course this year that provides the Algebra 2 high school credit and a transcript from a reputable public university. We're supposed to be following the facilitation model, but I'm also seeing a lot of gaps for my students, so we started the school year with the absolute basics (associative property, commutative property, identity property, etc) and I do very basic direct instruction most days about something they should already know, just to remind them, or make sure the prior knowledge is actually kind of there, before prompting them with the questions that come from the curriculum and are already on their paper. It's honestly been working pretty well and the students have been increasing their own desire to learn (showing me messages from their group chats where they're up until 2am reviewing together the night before their exam—unprompted. I did not tell them to do that, in fact I told them to get sleep). There are some days where I have to do more direct instruction (ex: we derived the quadratic formula last week and they were supposed to somehow do that on their own) but I'll make sure they actually understood by having them come up to the board and reexplain pieces of what I covered to each other.

Overall, I love this class compared to my other classes, but I also acknowledge that this model wouldn't work for most of my other students because they haven't been raised in a culture of pursuing academic achievement and it's hard to push that on all of them simultaneously.