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Small groups—students work on assignments in groups of three or four. Workshops—students perform various tasks simultaneously. Workshop activities must be tailored to the lesson plan. Independent work—students complete assignments individually. Peer learning—students work together, face to face, so they can learn from one another.
Students can be given a variety of independent tasks but the assignments should reflect the other phases of instructional content. While students are working, the teacher's role is to circulate the room listening and making observations. Due to time restrictions in the classroom, independent work must be completed by the student at home.
[2] [3] [4] Student-centered instruction focuses on skills and practices that enable lifelong learning and independent problem-solving. [5] Student-centered learning theory and practice are based on the constructivist learning theory that emphasizes the learner's critical role in constructing meaning from new information and prior experience.
After the teacher explicitly teaches a phonemic element, students practice reading and/or writing other words following the same phonemic pattern. For advanced readers, the teacher focuses on the etymology of a word. Students who are reading at this stage are engaged in analyzing the patterns of word derivations, root words, prefixes and suffixes.
The motivation for mastery learning comes from trying to reduce achievement gaps for students in average school classrooms. During the 1960s John B. Carroll and Benjamin S. Bloom pointed out that, if students are normally distributed with respect to aptitude for a subject and if they are provided uniform instruction (in terms of quality and learning time), then achievement level at completion ...
Instructional scaffolding is the support given to a student by an instructor throughout the learning process. This support is specifically tailored to each student; this instructional approach allows students to experience student-centered learning, which tends to facilitate more efficient learning than teacher-centered learning.
Flipped classroom teaching at Clintondale High School in Michigan, United States. A flipped classroom is an instructional strategy and a type of blended learning.It aims to increase student engagement and learning by having pupils complete readings at home, and work on live problem-solving during class time. [1]
Once the two students discuss the question, the other student ask a question and they alternate accordingly. During this time, the teacher goes from group to group giving feedback and answering questions. This system is also called a student dyad. A short written exercise that is often used is the "one-minute paper". This is a good way to ...