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The approaches for teaching can be broadly classified into teacher-centered and student-centered, although in practice teachers will often adapt instruction by moving back and forth between these methodologies depending on learner prior knowledge, learner expertise, and the desired learning objectives. [3] In a teacher-centered approach to ...
Differentiated instruction and assessment, also known as differentiated learning or, in education, simply, differentiation, is a framework or philosophy for effective teaching that involves providing all students within their diverse classroom community of learners a range of different avenues for understanding new information (often in the same classroom) in terms of: acquiring content ...
Concept-Oriented Reading Instruction (CORI) was developed in 1993 by Dr. John T. Guthrie with a team of elementary teachers and graduate students. The project designed and implemented a framework of conceptually oriented reading instruction to improve students' amount and breadth of reading, intrinsic motivations for reading, and strategies of search and comprehension.
It is an effective method used to teach students who are unable to organize their work and depend on the teachers for instructions. [12] It is also used to teach basic skills of reading and writing. The teacher or the literate is the source of knowledge and the knowledge is transmitted to the students through didactic method. [13]
Barak Victor Rosenshine (August 13, 1930 – May 22, 2017) was an educational researcher and professor of educational psychology, who developed a set of teaching principles known as "Rosenshine's Principles of Instruction." These principles provided a bridge between educational research and classroom practice and are widely used in education ...
Inquiry-based learning (also spelled as enquiry-based learning in British English) [a] is a form of active learning that starts by posing questions, problems or scenarios. It contrasts with traditional education, which generally relies on the teacher presenting facts and their knowledge about the subject.
[3] The development of constructivist models of teaching are specifically attributed to the works of Maria Montessori, which were further developed by more recent by theorists such as David A. Kolb, and Ronald Fry, among others. [4] These theorists have proposed sensory and activity-based learning methods.
It has been suggested that effective teaching using discovery techniques requires teachers to do one or more of the following: 1) Provide guided tasks leveraging a variety of instructional techniques 2) Students should explain their own ideas and teachers should assess the accuracy of the idea and provide feedback 3) Teachers should provide examples of how to complete the tasks.