instructional practices for advanced learners and
Research from Article:
Educational Practices for High Level Learners
When it comes to the best curriculum (instructional practices) that teachers and administrators needs to be developing – that are successful in helping college students achieve a high level of learning – this paper take into account a standards-based system (combined with creative curricula) as the utmost effective. There are many of ways that teachers may implement individuals practices that lead to a high level of learning in students – and this daily news reviews all those strategies.
Describe various instructional practices built to achieve high-level learning for all those students within a standards-based subjects.
Instructional procedures in universities rarely stay static, in accordance to a peer-reviewed article inside the journal Computers in the Educational institutions. In fact , a large number of schools in the last few years have already been actively involved with “fundamental restructuring efforts” because teachers appear prepared in many instances to try “a range of educational practices” which will be beneficial to the training process (Liu, 2010, l. 20). But once teachers you don’t have the appropriate degree of knowledge of the theory behind the academic practice, they cannot hope to draw out the best in students, Liu explains (20)
This article opinions the variety instructional practices (peer instructing; peer coaching; open education; right brain/left brain; computer-based instruction; student-centered learning; distance learning; technology-based instruction; among others) that are used by teachers (21). However , Liu asserts there is “no solid evidence for the significant efficiency of these instructional practices, inch and in reality many practices “seem appearing each year and therefore are quickly discarded” (22). When these methods are supposedly not effective, what do the authors of this paper suggest that can be successful? Firstly, the authors point out that the teacher’s perception in the practices “strongly predicts the likelihood of practice”; and the stronger the teachers’ grasp of the theory and research behind the strategy, “the more accurately they will see the value” of that practice in terms of it is application to higher levels of learning (23).
This article surveyed 162 experienced instructors as to their knowledge and perceptions of 24 different instructional practices that are rather common in public education. The conclusion reached by the authors is that: a) educators in higher positions in the field of education are more conscious of successful practices than those in elementary and secondary positions; b) the greater the degree achieved by the instructor and the more experience a teacher provides, the greater the teacher’s understanding of educational practices’ and c) teacher education programs should focus on preparing teachers “with a solid foundation of knowledge in instructional practice” (Liu, 30).
Progress Monitoring and Curriculum-Based Measurement (CBM).
In the Journal of Unique Education, the authors indicate “progress monitoring” – and curriculum-based way of measuring – since instructional techniques that have been proposed as a way to “predict performance” as well as “monitor progress” toward “rigorous, state-defined academics standards” (Wallace, et ing., 2007, 66). Also, the authors report that progress monitoring is usually part of a general “response-to-intervention” (RTI) approach, which in turn helps in terms of examining student improvement (66). When research focuses on curriculum-based measurement – and what approaches work well when it comes to bringing out the very best in these learners – once teachers work with CBM you will find “significant increases in scholar achievement” (Stecker, et al., 2005, 795).
Achieving larger levels of learning is facilitated through a very careful strategy of CBM, this means teachers keep an eye on and determine student achievements up to 2 times per week and so the data accumulated reflects just how any particular student is definitely progressing “over a period of time” (Stecker, 796). Will be students “on target” to satisfy the long term goals which the standards-based program has established? Stecker asserts that teachers may discover how well students are progressing utilizing the data coming from CBM; that data permits teachers to plan as well as to “individualize” instruction for specific learners based on CBM (797). Hence, instructional decisions – created to achieve excessive levels of learning – can be made based upon specific data-inspired evidence in a CBM-focused approach.
TWO: Make clear how a standards-based curriculum may be maintained – but as well individual students’ needs are met by instructional procedures.
Authors Copeland and Cosbey present several instructional techniques that have been powerful when putting students “with extensive support needs” generally education configurations (Copeland, ain al., 2008-2009, 214).
