Search results
Results from the WOW.Com Content Network
Instructional scaffolding is the support given to a student by an instructor throughout the learning process. This support is specifically tailored to each student; this instructional approach allows students to experience student-centered learning, which tends to facilitate more efficient learning than teacher-centered learning.
Also, research from Berliner (1988) and Brophy & Good (1986) shows that the time a teacher must take to correct misbehavior caused by poor classroom management skills results in a lower rate of academic engagement in the classroom. [7] From the student's perspective, effective classroom management involves clear communication of behavioral and ...
Vaughn et al. (2019) stated that team-based learning is an effective method for gaining better “content acquisition, vocabulary growth, and reading comprehension” (p. 121). [6] Jakobsen and Knetemann (2017) further add that team-based learning allows students to take a much deeper look at course content and serve to hold their attention ...
The constructivist classroom also focuses on daily activities when it comes to student work. Teaching methods also emphasize communication and social skills, as well as intellectual collaboration. [3] This is different from a traditional classroom where students primarily work alone, learning through repetition and lecture.
Some teachers employ the "boy-girl-boy-girl" method of lining or circling up (which may be sexist or effective, depending on your perspective) in order to keep friend groups separate and to encourage the students to make new friends. The physical arrangement of the classroom can affect classroom discipline and the effectiveness of instruction.
Classroom Action Research is a method of finding out what works best in your own classroom so that you can improve student learning. We know a great deal about good teaching in general (e.g. McKeachie, 1999; Chickering and Gamson, 1987; Weimer, 1996), but every teaching situation is unique in terms of content, level, student skills, and ...
The strategies that students use to evaluate their own learning vary in effectiveness. In a meta-analysis, Dunlosky, Rawson, Marsh, Nathan & Willingham ranked ten learning strategies based on the projected impact each would have on achievement: Highly Effective Strategies: Practice testing - self-testing, solving practice problems
Doing the research: Effective interdisciplinary thematic instruction requires extensive knowledge and research by the teacher. Without a broad knowledge base on which to design relevant activities and lessons, thematic lessons can become randomly selected activities loosely related to a topic that fail to demand higher level thinking from students.