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CI 152
Instruction
| Question | Answer |
|---|---|
| Other than the student’s ability, what are classroom variables associated with achievement? | time on task, positive reinforcement, cues/feedback, cooperative learning, academic&relaxed atmosphere, higher order questions, advanced organizers |
| What is the ideal instructional setting and is it possible to duplicate that setting for all students? | Bloom and the "2 Sigma Problem" (how much do individual variables matter?) |
| Has the highest effect size at 2.0: | tutorial instruction |
| Has the lowest effect size at .2: | peer group influence and socio-economic status (2.5) |
| Direct Instruction: | Rosenshine |
| Mastery Learning: | Bloom |
| Cooperative Learning: | Johnson&Johnson |
| To provide an increase of structure: | Direct Instruction |
| Steps in Direct Instruction: | review&check previous day's work, present new material, provide guided practice, feedback/correctives, independent practice, comprehensive weekly/monthly review |
| What theory says that the only variable that matters is time to learn? | Mastery Learning |
| Mastery learning: If time is controlled, | then achievement varies |
| Mastery Learning: If time is allowed to vary, | achievement can be constant |
| Cooperative v. competition; small group v. peer tutoring; collective and individual responsibility: | Cooperative Learning |
Created by:
Neukay
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