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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.
A conducive classroom climate is one that is optimal for teaching and learning and where students feel safe and nurtured. Such classroom climate creations include: [15] Modelling fairness and justice: The tone set by the teacher plays an important role in establishing expectations about respectful behaviour in the classroom.
The original version of Bloom's taxonomy (published in 1956) defined a cognitive domain in terms of six objectives.. B. F. Skinner's 1954 article "The Science of Learning and the Art of Teaching" suggested that effective instructional materials, called programmed instructional materials, should include small steps, frequent questions, and immediate feedback; and should allow self-pacing. [10]
Classroom management is the process teachers use to ensure that classroom lessons run smoothly without disruptive behavior from students compromising the delivery of instruction. It includes the prevention of disruptive behavior preemptively, as well as effectively responding to it after it happens.
This basic understanding can then be passed on to the students, who then learn by doing. These skills are simple and easy to learn and teach, and will be infinitely useful in creating lesson plans and in practice. Once an arts-integrated environment is established, techniques, examples, and information can be shared amongst colleagues. [25]
Mixed-age classrooms: classrooms for children ages 2 + 1 ⁄ 2 or 3 to 6 years old are by far the most common, but 0–3, 3–6, 6–9, 9–12, 12–15, and 15–18-year-old classrooms exist as well; Student choice of activity from within a prescribed range of optional choices; Uninterrupted blocks of work time, ideally three hours long
The last factor deals with the student's positive or negative experience of learning, and is called emotional-affective engagement. These internal engagement factors are not stable, and can shift over time or change as the student moves in and out of the school environment, classroom environment, and different learning tasks. [39]
UDL applies this general idea to learning: that curriculum should, from the outset, be designed to accommodate all kinds of learners. [1] Educators have to be deliberate in the teaching and learning process in the classroom (e.g.,Preparing class learning profiles for each student). This will enable grouping by interest.
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