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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.
Skinner believed that students must be active in the classroom and that effective instruction is based on positive reinforcement. According to Skinner, teachers should avoid punishment, as it only teaches students to avoid punishment. Instead, lessons should be broken into small tasks with clear instruction and positive reinforcement.
One of them is pre-assessment, which helps teachers better understand their students when preparing lessons, and activities to better fit the students in the class. Pre-assessment is a test that can be administered at the beginning of the school year and before new units. The same test may also be used for the post-assessment.
Self-paced instruction is any kind of instruction that proceeds based on learner response. The content itself can be curriculum, corporate training, technical tutorials, or any other subject that does not require the immediate response of an instructor.
The incorporation of classroom assessment techniques is an age-old concept which teachers have been using and practicing for years. Whether a teacher uses a technique learned in training, or simply a strategy conjured up on their own, teachers need to know if their methods are successful and many feel that the desire to understand students' comprehension is instinctive.
The new 10-week course cuts the lecturing down to only eight minutes per lesson to emphasize interactive instruction using story examples and role play designed to help kids make smarter decisions.
The motivation for mastery learning comes from trying to reduce achievement gaps for students in average school classrooms. During the 1960s John B. Carroll and Benjamin S. Bloom pointed out that, if students are normally distributed with respect to aptitude for a subject and if they are provided uniform instruction (in terms of quality and learning time), then achievement level at completion ...
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.
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