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7. Promoting Student 7. Promoting Student AchievementAchievement
Individual Individual Differences Differences among among ChildrenChildren
This multimedia product and its contents are protected under copyright law. The following are prohibited by law:• Any public performance or display, including transmission of any image over a network;• Preparation of any derivative work, including the extraction, in whole or in part, of any images;• Any rental, lease, or lending of the program.
School Accountability and Student School Accountability and Student AchievementAchievement
Federal Initiatives Federal Initiatives toward Testing and toward Testing and Accountability Accountability
Using Student Test Using Student Test Data to Improve Data to Improve Student Achievement Student Achievement
Norm-Referenced Tests Norm-Referenced Tests Criterion-Referenced Criterion-Referenced
Tests Tests Data-Driven Decision Data-Driven Decision
Making Making Copyright © Allyn & Bacon 2007
Grouping StudentsGrouping Students
Group Size Group Size Group Composition Group Composition Retention Retention Appropriate Bases Appropriate Bases
for Grouping for Grouping Group Flexibility Group Flexibility Grouping Grouping
GuidelinesGuidelines
Copyright © Allyn & Bacon 2007
Research on TeachingResearch on Teaching How Children Learn How Children Learn Effective Planning Skills Effective Planning Skills Effective Lesson Effective Lesson
ImplementationImplementation Cooperative Learning Cooperative Learning Student Motivation Student Motivation Providing Students with Providing Students with
Evaluative Feedback Evaluative Feedback Preparing Appropriate Preparing Appropriate
Evaluation Feedback Evaluation Feedback Assigning Grades Assigning Grades Time on Task Time on Task Individualized Instruction Individualized Instruction
Copyright © Allyn & Bacon 2007
Promoting Promoting Student Student
AchievementAchievementPrinciples of InstructionPrinciples of Instruction
Copyright © Allyn & Bacon 2007
Task Analysis Six StepsTask Analysis Six Steps
FORMULATE THE OBJECTIVE
LIST THE ESSENTIAL LEARNINGS
SEQUENCE
MATCH THE BEHAVIOR TO LEARNING
TURN THE LEARNING INTO DIAGNOSTIC QUESTION
DEFINE THE LEARNING
Copyright © Allyn & Bacon 2007
Goals and ObjectivesGoals and Objectives
A. Goals:A. Goals:
Instructional IntentInstructional Intent
B. Instructional ObjectiveB. Instructional Objective
1. Learning1. Learning
2. Behavior2. Behavior
3. Conditions3. Conditions
4. Performance Level4. Performance Level
ESSENTIAL
Copyright © Allyn & Bacon 2007
Elements of InstructionElements of Instruction
1.1. Teach to an objectiveTeach to an objective2.2. Selecting objectives at correct level Selecting objectives at correct level
of difficulty (Task Analysis)of difficulty (Task Analysis)3.3. Monitoring and AdjustingMonitoring and Adjusting4.4. Principles of LearningPrinciples of Learning
A. MotivationA. MotivationB. Active ParticipationB. Active ParticipationC. ClosureC. ClosureD. SetD. SetE. ReinforcementE. ReinforcementF. RetentionF. Retention
Copyright © Allyn & Bacon 2007
Learning Tasks
INSTRUCTION
STUDENT CHARACTERISTICS
LEARNING OUTCOMES
Cognitive Entry Behaviors
Affective Entry Characteristics
Quality Instruction
Affective Outcome
Rate of Learning
Level and Type of Achievement
Major Variables in the Theory of School Learning
Copyright © Allyn & Bacon 2007
The Role of the Principal The Role of the Principal in Restructuring in Restructuring
LearningLearning GroupingGrouping Class SizeClass Size RetentionRetention Learning TimeLearning Time Student EvaluationStudent Evaluation Instructional Instructional
ModelingModeling Instructional Instructional
SupportSupport
Copyright © Allyn & Bacon 2007