INDIAN COUNCIL FOR MEDICAL RESEARCH E CORONA VIRUSENE DHYANMA RAKHINE HYPERTENTION DIABETES ANE HEART DISISNA DARDIO MATE VARAMVAR PUCHATA PRASHNO PRAKASHIT KARYA CHE
This pamphlet presents ten research-based principles of instruction,
and suggestions for classroom practice. These principles come from
three sources: (a) research on how our brain acquires and uses new
information; (b) research on the classroom practices of those teachers
whose students show the highest gains; and (c) findings from studies
that taught learning strategies to students.
The first source of these suggestions is research in cognitive science.
This research focuses on how our brains acquire and use information.
This cognitive research also provides suggestions on how we might
overcome the limitations of our working memory when learning new
material. These suggestions appear in these ten principles.
A second source of the instructional ideas in this pamphlet comes
from observing the classroom practices of master teachers. Master
teachers are those teachers whose classrooms made the highest gains
on achievement tests. These teachers were observed as they taught, and
the investigators coded how they presented new material, how and
whether they checked for student understanding, the types of support
they provided to their students and a number of other instructional
activities. The activities that were used by the most-successful teachers
are incorporated into these ten principles.
A third source of suggestions for classroom practice came from
the research of cognitive scientists who developed and tested cognitive
supports and scaffolds that helped students learn complex tasks.
Instructional procedures, such as thinking aloud, providing students
with scaffolds and providing students with models, came from this
research and these procedures are also described in these ten principles.
Each of these three sources has suggestions for classroom practice
that are included in this pamphlet. An interesting finding is that there is
no conflict at all between the instructional suggestions that come from
each of these three sources. In other words, these three sources supplement
and complement each other. And the fact that the instructional ideas
from three different sources supplement and complement each other
gives us faith in the validity of these findings.
The following is a list of some of the instructional procedures that
have come from these three sources. These ideas will be described and
discussed in this pamphlet:
and suggestions for classroom practice. These principles come from
three sources: (a) research on how our brain acquires and uses new
information; (b) research on the classroom practices of those teachers
whose students show the highest gains; and (c) findings from studies
that taught learning strategies to students.
The first source of these suggestions is research in cognitive science.
This research focuses on how our brains acquire and use information.
This cognitive research also provides suggestions on how we might
overcome the limitations of our working memory when learning new
material. These suggestions appear in these ten principles.
A second source of the instructional ideas in this pamphlet comes
from observing the classroom practices of master teachers. Master
teachers are those teachers whose classrooms made the highest gains
on achievement tests. These teachers were observed as they taught, and
the investigators coded how they presented new material, how and
whether they checked for student understanding, the types of support
they provided to their students and a number of other instructional
activities. The activities that were used by the most-successful teachers
are incorporated into these ten principles.
A third source of suggestions for classroom practice came from
the research of cognitive scientists who developed and tested cognitive
supports and scaffolds that helped students learn complex tasks.
Instructional procedures, such as thinking aloud, providing students
with scaffolds and providing students with models, came from this
research and these procedures are also described in these ten principles.
Each of these three sources has suggestions for classroom practice
that are included in this pamphlet. An interesting finding is that there is
no conflict at all between the instructional suggestions that come from
each of these three sources. In other words, these three sources supplement
and complement each other. And the fact that the instructional ideas
from three different sources supplement and complement each other
gives us faith in the validity of these findings.
The following is a list of some of the instructional procedures that
have come from these three sources. These ideas will be described and
discussed in this pamphlet:
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