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  2. Technological pedagogical content knowledge - Wikipedia

    en.wikipedia.org/wiki/Technological_pedagogical...

    The technology component of TPaCK in Technology is most beneficial for learning when it brings a change in professional teaching practice [17] [18] and in designs for learning. For teachers, TK not only addresses knowledge about technology but also knowledge of the skills needed to use technology to effectively plan instruction, [ 16 ] [ 19 ...

  3. Spiral approach - Wikipedia

    en.wikipedia.org/wiki/Spiral_approach

    The spiral approach is a technique often used in education where the initial focus of instruction is the basic facts of a subject, with further details being introduced as learning progresses. Throughout instruction, both the initial basic facts and the relationships to later details are repeatedly emphasized to help enter into long-term memory ...

  4. Decision tree learning - Wikipedia

    en.wikipedia.org/wiki/Decision_tree_learning

    Such algorithms cannot guarantee to return the globally optimal decision tree. To reduce the greedy effect of local optimality, some methods such as the dual information distance (DID) tree were proposed. [37] Decision-tree learners can create over-complex trees that do not generalize well from the training data. (This is known as overfitting ...

  5. Instructional leadership - Wikipedia

    en.wikipedia.org/wiki/Instructional_leadership

    Duke(1982) [15] suggested six functions of instructional leadership related to teacher and school effectiveness: 1) Staff development: recruitment, in-service education, and staff motivation, 2) Instructional support: organized activities to maintain an environmentgeared towards improving teaching and learning, 3) Resource acquisition and ...

  6. Direct instruction - Wikipedia

    en.wikipedia.org/wiki/Direct_instruction

    The findings from Project Follow Through, conducted in a variety of selected communities throughout the United States, suggest that Direct Instruction is the most effective model for teaching academic skills and for affective outcomes (e.g. self-esteem) of children. Recent large-scale studies (1997–2003), such as the Baltimore Curriculum ...

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