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Direct instruction (DI) is the explicit teaching of a skill set using lectures or demonstrations of the material to students. A particular subset, denoted by capitalization as Direct Instruction , refers to the approach developed by Siegfried Engelmann and Wesley C. Becker that was first implemented in the 1960s.
Explicit data graph execution, or EDGE, is a type of instruction set architecture (ISA) which intends to improve computing performance compared to common processors like the Intel x86 line. EDGE combines many individual instructions into a larger group known as a "hyperblock". Hyperblocks are designed to be able to easily run in parallel.
Siegfried "Zig" Engelmann (November 26, 1931 – February 15, 2019) [1] was an American educationalist who co-developed the approach to instruction termed "Direct Instruction" (DI). Engelmann was Professor Emeritus of Education at the University of Oregon and Director of the National Institute for Direct Instruction. [ 2 ]
Explicit methods calculate the state of a system at a later time from the state of the system at the current time, while implicit methods find a solution by solving an equation involving both the current state of the system and the later one.
Fuchs et al. go on to note that explicit or direct instruction should be followed up with instruction that anticipates misunderstanding and counters it with precise explanations. However, few studies focus on the long-term results for direct instruction. Long-term studies may find that direct instruction is not superior to other instructional ...
Explicit Multi-Threading (XMT) is a computer science paradigm for building and programming parallel computers designed around the parallel random-access machine (PRAM) parallel computational model. A more direct explanation of XMT starts with the rudimentary abstraction that made serial computing simple: that any single instruction available ...
Guided instruction gives the teacher an opportunity to differentiated instruction small group instruction, vary the level of prompting and also vary the end product. The teacher must be flexible since the instructional goal of the group may change throughout the sessions. [11] In a classroom there may be many different guided instruction groups.
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