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SP 026 514
Doyle, Walter
Effective Classroom Practices for Secondary Schools.
R&D Report No. 6191.
Texas Univ., Austin. Research and Development Center
for Teacher Education.
National Inst. of Education (ED), Washington, DC.
Dec 84
NIE-G-83-0006-P1
42p.
Reports
Descriptive (141)
ABSTRACT
This document provides administrators and
instructional supervisors a framework for thinking about teaching and
learning in secondary schools and suggests specific focal points for
working with teachers to maintain and improve teaching effectiveness.
The first section contains a discussion of instructional time and its
meaning for secondary teaching. The second section is focused on the
nature of academic work in secondary classes as a way to examine
students' opportunities to learn the curriculum. The third section is
directed to the basic instructional conditions that lead to
productive use of classroom time. These basic conditions include
provisions for classroom organization and management and
instructional processes such as explanation, feedback, and correction
of errors. This section also contains a brief guide to the
instructional dimensions of individualized instructional programs and
cooperative group systems. The effectiveness of direct instruction is
emphasized. The final section contains a summary of basic principles
that should shape the instructional decisions in effective secondary
schools. A seven-page list of references concludes the document.
(JD)
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Reproductions supplied by EDRS are the best that can be made
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Walter Doyle
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Walter Doyle
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December 1984
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What students learn in school depends in large measure upon what
happens in classrooms.
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(1) to provide
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The first
In this opening
Quality of Instruction
Research on instructional time, as measured by such indicators as
Second, differences in
making.
time, then they are likely to learn less content than students who are
To improve instruction
it
what
engaged
the
necessary to consider not only whether students are paying attention but
also what they are doing:
17
Measured
of instruction will affect the time students need to learn (see Bloom,
1976).
Students may need more time to learn when they do not receive
Opportunity to Learn
Students learn whatever curriculum they have an opportunity to
follow.
If, in
addition, they solve problems in which they choose from among several
operations the ones appropriate to a particular problem, they will learn
when to multiply.
This approach is
From this
These
But first we
will examine more closely the different types of tasks students can
encounter in classrooms.
10
6
At
the core, higher cognitive processes involve decisions about how to use
knowledge and skills in particular circumstances.
A task involving a
For
At more advanced
He summarizes evidence
how they
1
1
are related, and how their magnitude changes in the problem situation
(see also Heiler, Reif, & Hungate, 1983).
hand, skip this step and try to match computational procedures to the
problem immediately.
In presenting
than the interpretive analyses and strategic decisions that must be made
to apply knowledge to specific cases.
they are supposed to use in solving a set of problems and thus have
limited opportunity or need to formulate semantic models of problems.
to unfamiliar situations.
1
8
12
formula.
work.
different tasks.
task in which students put short sentences together to form more complex
sentences or as a composing task in which they must struggle to express
their own interpretations and meanings.
covers gives only minimal information about the actual curriculum in use
in a class.
that circumvent the learning of subject matter by, for example, copying
work from someone else or guessing at answers.
13
whether students' answers are "correct" rather than the thinking used to
obtain the answers, such misconceptions are seldom noticed or corrected.
One of the major tasks of a teacher is to monitor how students are doing
academic work by asking strategic questions to reveal a student's
understanding of the content.
understanding can result when such monitoring does not occur (see
Erlwanger, 1975).
For these
To illustrate this
10
14
Second, it engenders
a concern among students for the ambiguity and risk associated with
different forms of academic work.
generally know what the product is in advance or can trust that the
procedures, if followed, will generate an adequate product.
For tasks
Thus,
1115
Major
If a wide variety
But even when such direct negotiation does not occur, higher level
tasks are often difficult to carry out in classrooms for two reasons.
First, the flow of activity slows down in the class when students find
the work difficult or risky to accomplish.
This
slowing down of the rhythm of a class can have serious consequences for
classroom management, a topic to be discussed in greater detail later in
this chapter.
students' error
These conditions
create tensions in a classroom between the academic task system and the
demands for pace and momentum inherent in the management of classroom
groups (see Doyle, 1980; Kounin, 1970).
12
16
In particular, teachers
Tasks emphasizing
A major
17
13
Tasks determine, in
Direct Instruction
Research on teaching, especially the teaching of basic literacy and
Direct
14
18
15
1 9
work on academic tasks and carefully hover over and protect this
activity system from disruption as they move students through the
curriculum (see Doyle, 1980, 1984a).
This
simply means that directness can take quite different forms depending
upon social, cultural, and local circumstances, and the problems of
achieving effective instruction vary with specific conditions, such as
lesson content, objectives, types of students in a class, and time of
the
Because of these
effective
Good (1983) noted, for example, that in his field experiments "some of
the
control teachers
using
program
that
essential
quality.
given
16
20
Direct
what they are to learn and demonstrating to them clearly the cognitive
operations they are to use in accomplishing academic tasks.
For
example, students in direct instruction are told how to select the main
idea of a passage or how to formulate a cause and effect argument.
Good
(1983) has used the term "active teaching" to underscore the dimension
of meaningfulness in effective teaching.
they learn, but without careful teacher monitoring and assistance, their
inventions can lead to serious misconceptions of content and "buggy"
procedures for solving problems (see Brown & VanLehn, 1979; Eaton,
Anderson, & Smith, 1984; Erlwanger, 1975; Resnick & Ford, 1981).
22
17
22
18
An approach
As the age
It is
occurs only if students understand why the strategies work and are given
practice in deciding when to use the strategies (see Brown & Campione,
1977; Mayer & Greeno, 1972).
It is useful, therefore, to
need domain-specific knowledge in the subject area (see Resnick & Ford,
1981).
The
Heller, Reif, and Hungate (1983) have argued from their research on
problem solving in physics that, in addition to specific computational
procedures, students need to be taught the domain-specific knowledge
20
24
When students are studying topics which extend across several days, such
as the nature of the scientific method or the operations of the
circulatory system, a teacher needs to describe the connections between
lessons in order to build broad understandings of content and place
individual tasks within a wider context of understanding.
In addition,
225
Considerable
attention in this review has been given to the value of explicitness and
clarity in fostering student achievement.
This effect is
Such instruction,
At
Students
1984b).
As
noted earlier, ambiguous tasks are inherently unstable and students are
likely to hesitate in getting started, take a large amount of time to
accomplish the work, and negotiate with the teacher to increase
explicitness or reduce risk.
In such situations,
22
26
I
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1
If the
I
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In such managementdriven
preparation in advance.
I
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1
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processes.
In closing it is important to note that the threats to meaning
teaching.
.42
I
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secondary classrooms.
Cooperative learning.
In this
I
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I
In
1
24
28
It is important to emphasize,
Bangert,
(In the
The
students, may need more guidance, support, and external pacing of work
than individualized programs typically afford.
29
teacher is given more time to instruct small groups and work with
individuals.
First, in practice,
As a
26
30
Students will
with the curriculum, that is, they must spend time working successfully
with content that leads to outcomes specified in the curriculum.
Don't oversimplify time, however.
But
Achieving effective
These opportunities, in
turn, are defined by the academic tasks teachers assign and hold
students accountable for.
27
31
Some
These
In addition, students
Such
28
32
Instructional
been shown recently in the direct teaching of problem solving and other
higher order cognitive strategies.
the size of the steps in direct instruction are likely to be larger and
the amount of prompting less than that required for novices 07 lower
achieving students.
pursued are not likely to fit the profile of clarity and efficiency
implied by direct instruction.
?93
If
It is important
to remember that directness can take different forms and the basic
instructional functions necessary for prompting student achievement can
be expressed in different ways.
uniformity.
behavior.
In addition, administrators and instructional supervisors must work
to achieve a balance in interpreting classroom observations.
On the one
hand, ambiguity and inefficiency can signal poor planning and inadequate
instruction.
analysis.
30
34
To understand the
To gather such
With
Conclusion
Considerable progress has been made recently in understanding the
essential features of effective teaching practice.
A special effort
has been made to organize this knowledge in a form that will be useful
to administrators, instructional consultants, and policy makers in
carrying out their tasks of achieving educational excellence.
In the
A5
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