Welcome! This course focuses on how our brains acquire and use information, ways in which the more and less effective teachers differed and help students learn complex tasks.
Definition of Principle and Practice of Instructions: Principle means basic ideas or rule that explains or control how something happens or work/ guidelines
Practice: means way of operations or behavior
Instructions: means the act of teaching or furnishing with information or knowledge
principle are derive from 3 Concept which are:
(a) research on how our brain acquires and uses new information;
(b) research on the classroom practices of those teachers whose students show the highest gains and
(c) findings from studies that taught learning strategies to students.
The following is a list of some of the instructional procedures that have come from these three sources .
1.Begin a lesson with a short review of previous learning.
2. Present new material in small steps with student practice after each step.
3. Limit the amount of material students receive at one time.
4. Give clear and detailed instructions and explanations.
5. Ask a large number of questions and check for understanding.
6. Provide a high level of active practice for all students.
7. Guide students as they begin to practice.
8. Think aloud and model steps.
9. Provide models of worked-out problems.
10. Ask students to explain what they had learned.
11. Check the responses of all students.
12. Provide systematic feedback and corrections.
13. Use more time to provide explanations.
14. Provide many examples.
15. Re-teach material when necessary.
16. Prepare students for independent practice.
17. Monitor students when they begin independent practice
Principle and practices of instructions in teaching and learning are:
i. Daily Review
ii. New material in small steps
iii. Ask questions
iv. Provide model
v. Guide students practice
vi. Check student understanding
vii. Obtain high success rate
viii. Scaffold for difficult tasks
ix. Independent practice
X. Weekly and monthly review
_Daily review is an important component of instruction. Review can help us to strengthen the connections of the material we have learned. The
review of previous learning can help us to recall words, concepts and procedures effortlessly and automatically when we need this material
to solve problems or to understand new material.
Daily practice of vocabulary can lead to seeing the words as a unit, to seeing the whole word automatically rather than as individual letters.
When students see words as a unit, they have more space available in their working memory, and this space can now be used for comprehension. Mathematical problem-solving is also improved when the basic skills (addition, multiplication, etc.) are overlearned and become automatic, thus freeing memory capacity.In the classroom .The most effective teachers in the studies of classroom instruction
understood the importance of practice and they would begin their lessons with a five- to eight-minute review of previously covered material. Some teachers would review vocabulary, or formulae, or events or previously
learned concepts. These teachers provided additional practice on facts and skills that were needed for recall to become automatic.
Daily review is particularly important for teaching material that will be used in subsequent learning. Examples include reading sight
words (i.e. any word that is known by a reader automatically), grammar, math facts, math computation, math factoring and chemical equations. When planning for review, teachers might want to consider which
words, math facts, procedures and concepts need to become automatic, and which words, vocabulary or ideas need to be reviewed before the lesson begins.
In addition, teachers might consider doing the following during their daily review:
• Correction of homework;
• Review of the concepts and skills that were practised as part of the
homework;
• Asking students about points where they had difficulties or made
errors;
• Review of material where errors were made;
• Review of material that needs overlearning (i.e. newly acquired
skills should be practised well beyond the point of initial mastery,
leading to automatically).
New materials in small steps
Present New Material Using Small Step This talks about the usefulness of material in teaching and also presenting them to student bit by bit. Therefore, the more effective teachers do not overwhelm their students by presenting too much new mate material at once. Rather, these
teachers only present small amounts of new material at any time, and then assist the students as they practise this material. Only after the
students have mastered the first step do teachers proceed to the next step. The procedure of first teaching in small steps and then guiding student practice represents an appropriate way of dealing with the limitation of our working memory.
Also they checked their students’ understanding on each point and re-taught material when necessary. Some successful teachers taught by giving a series of short presentations using many examples. The examples provided concrete
learning and elaboration that were useful for processing new material. Teaching in small steps requires time and the more-effective teachers
spent more time presenting new material and guiding student practice than did the less-effective teachers.
Ask Questions: Questions allow a teacher to determine how well the material has
been learned and whether there is a need for additional instruction.
Examples include having each student:
1. Tell the answer to a neighbour.
2. Summarize the main idea in one or two sentences, writing the summary on a piece of paper and sharing this with a neighbour, or
repeating the procedures to a neighbour.
3. Write the answer on a card that he or she then holds up.
4. Raise their hand if they know the answer (thereby allowing the teacher to check the entire class).
5. Raise their hand if they agree with the answer that someone else
The purpose of the procedures (cards, raising hands, writing answers) was to provide active participation for the students and also to
allow the teacher to see how many students were correct and confident. The teacher may then re-teach some material when it was considered
necessary. An alternative was for students to write their answers and then trade papers with each other.Other teachers used choral responses to provide sufficient practice when teaching new vocabulary or lists of items. This made the practice seem more like a game. To be effective, however, all students needed to start together, on a signal. When students did not start together, then only the faster students answered.
In addition to asking questions, the more-effective teachers facilitated their students’ rehearsal by providing explanations, by giving more examples and by supervising students as they practised the new material. Sometimes students would also develop questions from these stems and ask questions of each other.
EXAMPLES OF STEMS FOR QUESTIONS
How are __________ and __________ alike?
What is the main idea of __________?
What are the strengths and weakness of __________?
In what way is __________ related to __________?
Compare __________ and __________ with regard to
__________.
What do you think causes __________?
How does __________ tie in with what we have learned before?
Which one is the best __________ and why?
What are some possible solutions for the problem of __________?
Do you agree or disagree with this statement: __________?
What do you still not understand about __________?.
Edutech 