Teaching focuses on what is taught. Show
The primary focus is on teaching the subject matter students need to learn. Lessons are designed and taught with a “typical” student in mind. That often means the teacher will present the material in one way for the entire class. A lesson on the Civil War, for instance, might involve the teacher lecturing the class and writing facts and dates on the board. Teaching focuses on both what is taught and how. The primary focus is on finding ways to teach the material to the many types of learners in a classroom. Teachers plan lessons to address a wide range of needs and strengths. There’s no “typical” student. The teacher will present the material in a variety of ways. A lesson on the Civil War might include a traditional lecture. But there might also be a video for students to watch or an online class forum for discussion. There might even be a board game that students play to understand the history of the war. Accommodations are for specific students. Accommodations are only for students with an IEP or a 504 plan, the goal being to help these students learn the same material as their classmates. For instance, a student with accommodations listed in an IEP or 504 plan might get an alternate format for a book, like an audiobook. But alternate formats aren’t available to the whole class. Accommodations are for all students. The accommodations some kids might get in their IEPs and 504 plans are available to all students. The idea behind this is that all kids may benefit from multiple formats. Some say, too, that providing accommodations for all can reduce stigma students may feel about using accommodations. For instance, if a lesson relies on a book, the book will be available to the entire class in multiple forms. That includes text-to-speech, Braille, digital text, and large print. The teacher decides how the material is taught. The teacher teaches in one way for the whole class, and all students are expected to learn in that way. The teacher works with the student to decide how the student will learn the material. Teachers and students work together to set individual learning goals. Each student gets to make choices about how to accomplish personal goals. The aim to is to have each student understand how they learn best and become an “expert learner.” The classroom has a fixed setup. It looks like a traditional classroom — desks lined up in rows or grouped in pods. The teacher stands in front and teaches to the whole class at once. The classroom has a flexible setup. The room is laid out with different spaces for different kinds of work — quiet, individual work, small and large group work, and group instruction. Teaching is flexible, depending on the lesson and student needs. The teacher moves around from space to space, helping students as they work. There’s one way for a student to complete an assignment. There’s usually only one way for students to show what they know. For instance, a book report might be assigned only as a written essay. There are multiple ways to complete an assignment. There are many options for students to show what they know, because students have different strengths in how they express themselves. For example, students can choose the format for their book report, such as a video, slideshow presentation, or essay. Grades are used to measure performance. Students get periodic feedback on how they’re doing through tests, quizzes, projects, and assignments. But grades typically aren’t used as part of an ongoing discussion about goals and learning. Grades are used to reinforce goals. Students get continuous feedback on how they’re doing. They’re encouraged to reflect on their learning and whether they met lesson goals. Grades feed into that discussion. This is a preview. Log in to get access Abstract The effects of cooperative learning with the Group Investigation method on eighthgrade students in ethnically heterogeneous classrooms in a junior high school in Israel were compared with effects of the traditional Presentation-Recitation method ordinarily employed in most schools. Our study involved 351 Jewish students from Western and Middle Eastern backgrounds, with 197 in five classes taught for 6 months with the Group Investigation method and 154 in four classes taught with the Whole-Class method. Dependent variables included students' academic achievement in geography and history as assessed by tests composed collectively by all of the teachers, their verbal behavior during 30-min videotaped discussions in 27 six-person groups (three heterogeneous groups from each classroom), and the nature of their social interaction during the group discussions. All students from the Group Investigation method expressed themselves more frequently and used more words per turn of speech than their peers from classrooms taught with the traditional Whole-Class method. In groups from the Whole-Class method, Western students dominated the discussion in regard to the number of turns of speech, whereas in groups from classes taught with the Group Investigation method, turn-taking was almost symmetrical among students from the two ethnic groups. Students from both ethnic groups addressed more cooperative statements to Middle Eastern students after studying in Group Investigation classes than did students from the Whole-Class method. Finally, students' achievement scores were higher in classes taught with the Group Investigation method than in those taught with the Whole-Class method, using both aggregated classroom and individual scores. This finding was true for students of both ethnic groups. Journal Information The editors and editorial board of Cognition and Instruction recall an admonition of a historian of science, de Solla Price, to consider scientific reasoning as "thinking creatively about anything with no holds barred." We invite work that imaginatively considers problems in cognition and instruction, along with the evidence that would allow others to participate in the exercise of such imagination. Given that methodologies are tools of theory, we invite careful consideration of how methods and theories are reflexively constituted in accounts of teaching and learning. Mindful that education has long been regarded as a design profession, we are most interested in the development of pragmatic theories that offer empirically well-grounded accounts of cognition in designed contexts, such as schools, museums, and workplaces. We invite manuscripts that: systematically investigate the design, generation, functioning, and support of innovative contexts for learning; examine the growth and development of interest and identity in these contexts; explore how social practices, especially in professions, shape cognition; describe the activity of teaching in support of learning; advance our understanding of cognitive processes and their development as they occur in subject matter domains and across contexts, such as laboratories, schools, professions, and informal sites of learning; analyze the nature of fluent and skilled cognition, including professional expertise, in important domains of knowledge and work; examine learners in interaction with innovative tools designed to support new forms of literacy; and contribute to theory building and educational innovation. Research investigating cognition and instruction at multiple grain sizes and through the use of mixed methods is welcomed. In addition, proposals for topic specific special issues are considered. Publisher Information Building on two centuries' experience, Taylor & Francis has grown rapidlyover the last two decades to become a leading international academic publisher.The Group publishes over 800 journals and over 1,800 new books each year, coveringa wide variety of subject areas and incorporating the journal imprints of Routledge,Carfax, Spon Press, Psychology Press, Martin Dunitz, and Taylor & Francis.Taylor & Francis is fully committed to the publication and dissemination of scholarly information of the highest quality, and today this remains the primary goal. Rights & Usage This item is part of a JSTOR Collection. What is the best way for a middle school teacher to communicate objectives to students?Consider stating objectives both orally and in writing and repeating them during the lesson to remind students why they are learning. Teachers often use verbal and written outlines or summaries of objectives. Providing demonstrations or models of learning products or outcomes is also effective.
What role should the classroom teacher play when using a constructivist approach?Constructivist Beliefs of Teachers
According to constructivist beliefs, students have control over and regulate their own learning processes. It is expected that teachers will help students build their own personal understanding and knowledge, and that they will empower their students to grow (Belo et al., 2014).
Which is most often the appropriate amount of time for a teacher to pause after asking a question before restating the question or moving on?Typically, teachers wait only about a second after asking a question which is unlikely to lead to the most thorough or thoughtful answer. By waiting three to five seconds you are more likely to improve the quality of answers and the number of students who volunteer to answer.
Which of the following ideas about direct instruction does recent research best support quizlet?Which of the following ideas about direct instruction does recent research best support? Direct instruction can be more efficient than discovery learning for conceptual development.
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A whole-class discussion differs from the traditional lesson in that the teacher
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