Why reciprocal teaching?
Tags: INSTRUCTIONAL systems
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- All students learn the same basic concepts with Core Knowledge. // Curriculum Review;Nov93, Vol. 33 Issue 3, p19
Reports on E.D. Hirsch's Core Knowledge Foundation with a curriculum that includes a specific body of knowledge to be learned by every student in each grade. Curriculum based on learning and critical thinking skills; Public School 67 in South Bronx, New York as example of program's...
- Comparing three innovative instructional systems. Dunn, Rita; Waggoner, Barbara // Emergency Librarian;Sep/Oct95, Vol. 23 Issue 1, p9
Compares three instructional philosophies/methodologies that allow individuals to learn through their preferred learning modality. `Learning styles,' by Rita nd Kenneth Dunn; `Neuro-linguistic programming,' by John Grinder and Richard Bandler; `Suggestopoedia,' by Georgi Lozanov.
- Anchored instruction: A model for integrating the language arts through content area study. Cena, Michael E.; Mitchell, Judith P. // Journal of Adolescent & Adult Literacy;Apr98, Vol. 41 Issue 7, p559
Presents steps in creating an anchored instruction unit, a model of curriculum integration combined with an inquiry learning. Selection of a unit of study; Establishment of a common core of knowledge for all class members; Presentation and discussion of the anchor; Generation of research...
- How to launch a social & emotional learning program. Elias, Maurice J.; Bruene-Butler, Linda // Educational Leadership;May97, Vol. 54 Issue 8, p15
Reports on the ethnological visits made by a Rutgers University team to investigate social and emotional programs established in American public and private schools. Settings of the schools; Operation of the programs from three to 20 years; Implementation and evaluation of social decision...
- K-W-W-L: Questioning the known. Bryan, Jan // Reading Teacher;Apr98, Vol. 51 Issue 7, p618
Revisits and offers a suggestion to extend the K-W-L instructional activity (What I Know, What I Want to Learn, What I Learned). Earliest forms of K-W-L; Extension of K-W-L in two ways; Examples drawn from planning sessions; Problems encountered.
- Schedule control over following instructions comprised of novel combinations of verbal stimuli. Dermer, Marshall Lev; Rodgers, James G. // Psychological Record;Spring97, Vol. 47 Issue 2, p243
Examines schedule control over following instructions comprised of novel combinations of verbal stimuli. Examination of relations between instructional accuracy and instruction following; Test of the process of extinction as a function of the preceding training schedules; Detection of the...
- The quick development of equivalence classes in a paper-and-pencil format through written... Eikeseth, Svein; Rosales-Ruiz, Jesus // Psychological Record;Spring97, Vol. 47 Issue 2, p275
Examines whether a paper-and-pencil format can be used in studying stimulus equivalence and whether stimulus equivalence can emerge from conditional discriminations established by written instructions. Format used in the study; Test and training of participating student subjects; Use of...
- Response keypads aid distance learning. // T H E Journal;Aug93, Vol. 21 Issue 1, p24
Presents the One Touch Viewer Response System (VRS), an instructional network which utilizes student keypads to provide immediate feedback to teachers or trainers located at remote sites. Features; Applications.
- Clearing the Road to Success for Students with Special Needs. Wang, Margaret C.; Rubenstein, Jacqueline L.; Reynolds, Maynard C. // Educational Leadership;Sep85, Vol. 43 Issue 1, p62
Focuses on the Adaptive Learning Environments Model (ALEM) implemented in public schools of New York City to provide instruction that meets the academic and social need of regular students. Impact of the ALEM program on the result of students; Effect of the program on reading and mathematics...
