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Principles of effective instruction
This document outlines principles of effective instruction, emphasizing the importance of context, focus, socialization, individualization, sequence, and evaluation in the learning process. Each principle is described with examples of degrees of excellence, indicating how educational strategies can vary in effectiveness. Overall, meaningful learning is characterized by social interaction, purposeful focus, individualized approaches, and structured sequences, supported by thorough evaluation methods.
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Introduction to key principles that guide effective instruction in learning environments.
Emphasizes the importance of context in learning, highlighting interaction and concrete experiences.
Lists degrees of excellence in creating learning context, from textbook usage to personal community experiences.
Discusses the principle of focus in learning, detailing characteristics of a good focus and its degrees of excellence.
Introduction of real-world application of fractions through cooking.
Explores the role of socialization in meaningful learning, emphasizing the social setting's impact.
Focuses on individualization in learning, acknowledging differences in learner abilities and methods.
Presents the principle of sequence in learning, emphasizing meaningful progression and mental growth.
Discusses the principle of evaluation in educational settings, focusing on effective appraisal methods.
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Principles of effective instruction
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- 2. Principle of Context -Nolearning is without context - The context must exemplify the meaning involved in learning
- 3. What makes agood context? • Interaction • Concrete Experience • “Pauca precepta, multa exempla” Simple Concept Many examples
- 4. Degrees of Excellence •1. Textbook only • 2. Textbook together with supplementary academic readings. • 3. Non-academic and current materials (magazines, newspapers, flyers, etc.) • 4. Graphic materials • 5. Demonstrations, field trips, visit and presentation by experts • 6. Personal, social or community undertakings exposure program either in school or out.
- 6. Principle of Focus •Meaningful and effective learning must be organized about a focus
- 7. What makes agood focus? • Purpose • Form and Unity • A Quest for Insight
- 8. Degree of Excellence •1. Learner’s task is defined by page assignments, exercise completion, etc. • 2. Focus established by announced topic, together with page or chapter references, etc. More varied and extensive but still an information-getting and memorizing process. • 3. Focus established by setting up broad concept to be comprehended or problem to be solved. • 4. Focus established as a concept to be understood, a problem to be solved, or a skill to be acquired to carry out a task.
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- 10. Principle of Socialization •Meaningfulness and effectiveness of learning depends to an extent upon the social setting • Very little of the best learning happens in complete solitude
- 11. What makes agood socialization? • Social Facilitation • Incentives • Democracy
- 12. Degrees of Excellence •1. Socialization characterized by submission; there is imposed discipline and the group’s function is to respond to authority. • 2. Socialization characterized by contribution. Group members may raise questions, suggestions, violent reactions. Discipline is still imposed but sympathetic. • 3. Socialization characterized by cooperation; there is a common undertaking where everyone shares responsibility. Discipline is self-generated.
- 14. Principle of Individualization Meaningful learningmust proceed in terms of the learner’s purposes, aptitudes, abilities, and experimental procedures
- 15. What makes agood individualization? • Acknowledging differences: • 1. Vertical differences – IQ, mental age, mental readiness, physical differences • 2. Qualitative differences – special abilities, aptitudes and interests, methods of working
- 16. Degrees of Excellence •1. Uniform tasks on uniform schedule. Individualization shows up only in performance and results. • 2. Homogenous groupings based on IQ, MA, EA. Individualization by grouping. • 3. Contract plans on two or more levels; more choices than number 2. • 4. Individual instruction. • 5. Large units with optional related activities and experiences. • 6. Individual undertakings coming from and contributing to the joint undertaking of the group of learners.
- 18. Principle of Sequence •The sequence of meaningful learning must be meaningful itself to obtain authentic results. • Sequence of Learning = Mental Growth
- 19. What makes agood sequence? • Growth as something continuous • Growth dependent on purpose • Growth dependent on emergence of meaning • Growth as evolution from immediate to remote • Growth as movement from concrete to symbolic • Growth as movement from crude to discriminating • Growth as Process of Transformation
- 20. Degrees of Excellence •1. Sequential blocks of content. Additive accumulation of knowledge and skill. • 2. Learning is knit together by introductions, previews, pretests, ec. • 3. Sequence is organized according to readiness. • 4. Sequence is organized in terms of lines of emerging meaning.
- 22. Principle of Evaluation •The effectiveness of any job of learning is heightened by a valid and discriminating appraisal of all its aspects.
- 23. What makes agood evaluation? • Evaluation and Direct Results • Evaluation and Transfer • Direct Evaluation of the Learning Process
- 24. Degrees of Excellence •1. Evaluation on results only • 2. Evaluation on results with some attention paid to process • 3. Evaluation on total learning process, including results.