Chapter 6: Effective Instruction for All Students
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Upon completion of this section the learner will:
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Go to Part 2- Summary of Ideas
Part
2: Summary of Ideas
When planning for student learning,
consider specifically what will be taught, and to what level
of proficiency.
Effective instruction variables are those variables that
have been shown to exert a positive effect on student
achievement. These variables include planning for content
coverage and using effective teaching strategies. Effective
instruction variables have been demonstrated to be
positively associated with achievement of all students in
inclusive settings. Planning for content coverage is a critical component of
teacher effectiveness. Teachers must consider carefully the
role of objectives, scope and sequence, curriculum, pacing,
and types and levels of learning when planning
instruction. Types of learning include discrimination, factual,
procedural, rule, conceptual, and problem solving/critical
thinking. Levels of learning include acquisition, fluency,
application, and generalization. Students can provide either
identification or production responses. Consideration of
types and levels of learning can be beneficial when planning
instructional strategies. Effective teaching strategies include maximizing academic
time-on-task, making effective teacher presentations,
monitoring practice activities, review, and formative
evaluation. All are critical components of effective
teaching for all students. Effective teacher presentations use the SCREAM variables
including structure, clarity, redundancy, enthusiasm,
appropriate rate, and maximized engagement. Additionally,
effectively used questioning, feedback, and praise are
important contributors to student learning. Practice activities provide opportunities for students to
solidify and apply their learning. Practice activities can
include guided practice, in which teachers closely monitor
student responding, and independent practice, in which
students work more independently. Frequent review allows for
long-term learning. Formative evaluation refers to collecting student
performance data throughout the course of instructional
units, so that instructional decisions&emdash;such as
increasing academic engaged time&emdash;can be made while
instruction is still ongoing. A sample model of a lesson based on teacher effectiveness
variables includes daily review, statement of objective,
presentation of information, guided practice, independent
practice, and formative evaluation. Model lessons are based
on careful consideration of objectives, scope and sequence
of instruction, pacing, curriculum materials, and
types/levels of learning expected for successful achievement
of all students.
Go to Part 3- Chapter Activities
Chapter
Activities
More time effectively engaged in
learning leads to more (and better) learning
outcomes.
1. Read Chapter 6 in the text. Use the Chapter
6 Graphic Organizer to "see" the big ideas in the
chapter. Fill in blank sections of the graphic organizer.
Add the graphic organizer to your class notebook. 2. Examine the following World Wide Web links and consider
their perspectives based on information from Chapter 6.
Print out useful information and add it to your class
notebook.