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Kling, Gina; Bay-Williams, Jennifer M. – Mathematics Teacher: Learning and Teaching PK-12, 2021
Ensuring students master their basic facts is a shared priority among teachers, parents, and administrators. As a result, the number of available resources for basic facts instruction, from concrete to virtual, is vast and continues to grow. Basic fact fluency has always been of interest to elementary school teachers and is particularly relevant…
Descriptors: Teaching Methods, Mathematics Instruction, Mastery Learning, Elementary School Teachers
Anderman, Eric M.; Calvit, Adriana I. Martinez – Educational Leadership, 2021
Deeper learning is great for exploring a topic in great depth, but it will fail if student motivation isn't taken into account. Researchers Eric Anderman and Adriana Calvit discuss how to align your deeper learning curriculum with motivational strategies for successful lessons.
Descriptors: Learning Strategies, Instructional Effectiveness, Student Interests, Student Motivation
Hempenstall, Kerry – Australian Journal of Learning Difficulties, 2015
There has been concern about student literacy expressed in the community in recent years, following the results of national and international assessment. In spelling, there are insufficient hard data, but the perception is that our students are not receiving the exemplary spelling education they require. A number of possible reasons have been…
Descriptors: Spelling Instruction, Direct Instruction, Literacy, Teaching Methods
Gautam, Satyen; Nagarajan, Karthiga; Loh, Kai Chee; Zhou, Kang; Yung, Lanry Lin Y.; Tong, Yen Wah; Li, Zhi – Chemical Engineering Education, 2020
The paper explores the effectiveness of hands-on learning (HOL) as a student-centered model to train first year chemical engineering undergraduates. The pedagogical design of the course uses laboratory sessions, lectures, reflection sessions, projects, and assessments to achieve the course learning outcomes. The adopted assessment methodology…
Descriptors: Experiential Learning, Chemical Engineering, Engineering Education, Undergraduate Students
Sota, Melinda S. – Center on Innovations in Learning, Temple University, 2017
Flipped learning is a type of blended learning model. Blended learning (as defined by the Innosight Institute) refers to "a formal education program in which a student learns at least in part through online delivery of content and instruction [with] some element of student control over time, place, path, and/or pace AND at least in part at a…
Descriptors: Blended Learning, Flipped Classroom, Teaching Methods, Instructional Effectiveness
Bay-Williams, Jennifer M.; Kling, Gina – Teaching Children Mathematics, 2014
The learning of "basic facts"--single-digit combinations for addition, subtraction, multiplication, and division--has long been a focus of elementary school mathematics. Many people remember completing endless worksheets, timed tests, and flash card drills as they attempted to "master" their basic facts as children. However,…
Descriptors: Teaching Methods, Arithmetic, Mathematics Instruction, State Standards
Martinez, Monica; McGrath, Dennis – State Education Standard, 2015
Learners of all types can see achievement gains when schools remake themselves as centers of deeper learning. This article highlights eight schools that may be pointing the way to how the nation can finally close the gaps for Latino and black students in beginning and finishing college degrees: (1) King Middle School (Portland, Maine); (2)…
Descriptors: College Readiness, Achievement Gap, Educational Attainment, Achievement Gains
Public Impact, 2015
For excellent teachers and those aspiring to excellence, and for administrative or education policy leaders, this brief provides an overview of how an Opportunity Culture can help teachers have the well-paid, empowered profession they deserve--while helping many more students succeed. [For the full report, see ED560179; for the summary, see…
Descriptors: Opportunities, Teacher Effectiveness, Instructional Effectiveness, Educational Methods
Pace, David – Journal of the Scholarship of Teaching and Learning, 2011
In this article, the author suggests some principles to be considered when attempting to assess learning in history courses. He has found it most effective to pursue these goals within the framework of the Decoding the Disciplines process. This approach, developed in the Indiana University Freshman Learning Project, suggests that faculty seeking…
Descriptors: History Instruction, Learning Processes, Physics, Measures (Individuals)
Gorton, William; Havercroft, Jonathan – Journal of Political Science Education, 2012
As teachers of political theory, our goal is not merely to help students understand the abstract reasoning behind key ideas and texts of our discipline. We also wish to convey the historical contexts that informed these ideas and texts, including the political aims of their authors. But the traditional lecture-and-discussion approach tends to…
Descriptors: Higher Education, Political Attitudes, Theories, Time Perspective
Hardiman, Mariale – Corwin, 2012
"The Brain-Targeted Teaching Model for 21st-Century Schools" serves as a bridge between research and practice by providing a cohesive, proven, and usable model of effective instruction. Compatible with other professional development programs, this model shows how to apply relevant research from educational and cognitive neuroscience to classroom…
Descriptors: Student Evaluation, Teaching Models, Brain, Learning Experience
Glowa, Liz – International Association for K-12 Online Learning, 2013
Competency education is student-centric, personalizing student progress so that every child has adequate time and support to reach proficiency every step of the way. Competency education fundamentally changes the way the educational enterprise is organized around student needs, and thus must have a dynamic IT system to support it. Following an…
Descriptors: Information Technology, Competency Based Education, Instructional Design, Instructional Effectiveness
Mainwaring, Lynda M.; Krasnow, Donna H. – Journal of Dance Education, 2010
Effective teaching of dance skills is informed by a variety of theoretical frameworks and individual teaching and learning styles. The purpose of this paper is to present practical teaching strategies that enhance the mastery of skills and promote self-esteem, self-efficacy, and positive self-image. The predominant thinking and primary research…
Descriptors: Instructional Effectiveness, Dance, Self Efficacy, Self Esteem
Mellard, Daryl; McKnight, Melinda; Jordan, Joanna – Learning Disabilities Research & Practice, 2010
Response-to-intervention (RTI) frameworks have become increasingly prevalent in schools as an academic and behavioral prevention and intervention organizational approach that emphasizes students' responsiveness and nonresponsiveness as indicators of appropriate curricular and instructional decisions. Theoretical as well as practical descriptions…
Descriptors: Prevention, Response to Intervention, Small Group Instruction, Feedback (Response)
Guskey, Thomas R. – Journal of Advanced Academics, 2007
The problem of achievement gaps among different subgroups of students has been evident in education for many years. This manuscript revisits the work of renowned educator Benjamin S. Bloom, who saw reducing gaps in the achievement of various groups of students as a simple problem of reducing variation in student learning outcomes. Bloom observed…
Descriptors: Academic Achievement, Mastery Learning, Teaching Methods, Achievement Gains
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