DATE 31-03-2020 TEMAJ 30-04-2020 NA ROJ AROGYA ANE PARIVAR KALYAN VIBHAG HASTAKNA VAYNIVRUTT THATA KARMACHARIONE PAY PENTION NA DHORANE KARAR ADHARIT NIMNUK APAVA BABAT
Research findings
In two of the major studies on the impact of teacher, the investigators
found that students in classrooms of the more-effective teachers had a
higher success rate as judged by the quality of their oral responses and
their individual work. In a study of fourth-grade mathematics, it was
found that 82% of students’ answers were correct in the classrooms
of the most-successful teachers, but the least-successful teachers
had a success rate of only 73%. A high success rate during guided
practice also leads to a higher success rate when students are working on
problems on their own.
The research also suggests that the optimal success rate for
student achievement appears to be about 80%. A success rate of 80%
shows that students were learning the material, and it also shows
that the students were challenged.
In the classroom
The most-effective teachers obtained this success level by “teaching in
small steps”, that is, by combining short presentations with supervised
student practice, and by giving sufficient practice on each part before
proceeding to the next step. These teachers frequently checked for
understanding and required responses from all students.
It is important that students achieve a high success rate during
instruction and on their practice activities. Practice, we are told, makes
perfect, but practice can be a disaster if students are practising errors!
If the practice does not have a high success level, there is a chance that
students are practising and learning errors and once errors have been
learned they are very difficult to overcome.
When we learn new material we construct a “gist” of this material
in our long-term memory. However, many students make errors in the
process of constructing this mental summary. These errors can occur
when the information is new and the student did not have adequate
or well-formed background knowledge. These constructions were
not errors so much as attempts by the students to be logical in an area
where their background knowledge was weak. But students were more
In two of the major studies on the impact of teacher, the investigators
found that students in classrooms of the more-effective teachers had a
higher success rate as judged by the quality of their oral responses and
their individual work. In a study of fourth-grade mathematics, it was
found that 82% of students’ answers were correct in the classrooms
of the most-successful teachers, but the least-successful teachers
had a success rate of only 73%. A high success rate during guided
practice also leads to a higher success rate when students are working on
problems on their own.
The research also suggests that the optimal success rate for
student achievement appears to be about 80%. A success rate of 80%
shows that students were learning the material, and it also shows
that the students were challenged.
In the classroom
The most-effective teachers obtained this success level by “teaching in
small steps”, that is, by combining short presentations with supervised
student practice, and by giving sufficient practice on each part before
proceeding to the next step. These teachers frequently checked for
understanding and required responses from all students.
It is important that students achieve a high success rate during
instruction and on their practice activities. Practice, we are told, makes
perfect, but practice can be a disaster if students are practising errors!
If the practice does not have a high success level, there is a chance that
students are practising and learning errors and once errors have been
learned they are very difficult to overcome.
When we learn new material we construct a “gist” of this material
in our long-term memory. However, many students make errors in the
process of constructing this mental summary. These errors can occur
when the information is new and the student did not have adequate
or well-formed background knowledge. These constructions were
not errors so much as attempts by the students to be logical in an area
where their background knowledge was weak. But students were more
No comments:
Write comments