Effectiveness of Instructional Concepts in improving student learning

Get Started. It's Free
or sign up with your email address
Rocket clouds
Effectiveness of Instructional Concepts in improving student learning by Mind Map: Effectiveness of Instructional Concepts in improving student learning

1. Mastery learning (Hunter)

1.1. Ensure that no matter the teacher‟s style, grade level, subject matter, or economic background. Students will receive a properly taught lesson that contains eight elements that will enhance and maximize learning.

1.2. Provide teachers a clear strategy that focuses on student behavior and ensures that teachers make decisions regarding the inputs and outputs tied to ensuring student’s learning

2. -

3. -

4. Scaffold Instruction (Taylor,et.Al)

4.1. Focus on the development of individual proficiency and reduce enabling by well meaning teachers scaffolding the lesson to lead the student to be able to be independent with the content later on

4.2. Provides for a supportive learning environment because teachers become more of a mentor and facilitator of knowledge rather than the dominant content expert. Allows for students to take a more active role in their own learning.

5. Group Investigation (Sharan)

5.1. Enables students to plan and carry out a course of study through Grouping, Planning, Organizing, Investigation, Presenting, and Evaluating.

5.2. Improves Critical thinking, decision making, and problem solving. Additionally, by working in groups, students share the knowledge they acquire and, in the process, become aware of different points of view. Which provide opportunities for discussion, reflection, and enhanced knowledge. With regard to social skills, students have an opportunity to respect other’s value systems and ways of learning.

6. Learning Together or Circles of Learning (Johnson and Johnson)

6.1. May be the most flexible and powerful because there is a positive interdependence among students' to achieve their goals. For the fact that students perceive that they can reach their learning goals if and only if the other students in the learning group also reach their goals

6.2. Builds skills such as leadership, decision making, trust-building, communication, and conflict management that must be taught just as purposefully and precisely as academic skills

7. -

8. Relationship between the teacher and student (Hattie)

8.1. Increase levels of students’ interests and enjoyment of the class.

8.2. Increase levels of students’ interests and enjoyment of the class, students’ achievement and decreases classroom disruptions because students are challenge in their learning and go beyond belief breaking a challenge into manageable bits.

8.3. Students are more likely feel positive about class and about school in general, willing to have a go at hard work, risk making mistakes, and to ask for help when they need it because they have an established a positive relationship with a their teacher

8.4. -

8.5. -

9. Differentiated Instruction (Tomlinson)

9.1. Provides multiple pathways for students to comprehend the material, to promote thinking and learning, and to produce student work that demonstrates a knowledge and understanding

9.2. The use of ongoing assessment and flexible grouping makes this a successful approach to instruction enables instruction to meet individual needs.