HOW IT AFFECTS EDUCATION

INSTRUCTION THEORIES ELEMENTS CURRICULUM INSTRUCTION

ASSESSMENT

MASTERY LEARNING Based on Benjamin -does not focus on -strategy captures Teachers evaluate
Bloom’s Learning for content, but on elements of students with
- proposes that all children can Mastery, refinements by process of successful tutoring criterion-
learn when provided with the Block mastering it. & independent referenced tests
appropriate learning conditions in functionality seen not norm-
the classroom. - group-based, teacher- -works best with in high-end referenced tests.
paced students learn by traditional content- students.
cooperating with their focused -ensures numerous
classmates. curriculum, one -In mastery feedback loops,
based on well- learning based on small
- defined learning environment, units of well-
objectives teacher directs defined,
organized into variety of group- appropriately
smaller, based instructional sequenced
sequentially techniques. outcomes.
organized units.
-teacher provides
frequent & specific
feedback by using
diagnostic,
formative tests,
regularly correcting
mistakes

COOPERATIVE LEARNING Patterns for student

- consists of instructional
techniques that require positive
interdependence between
learners in order for learning to
occur.
interaction are
called structures
developed by teachers &
students so that
students know what type
of interaction to expect

ACCELERATED LEARNING
- a comprehensive approach to
school change, developed 1986
Stanford University.
-aims to create school success
for all students by closing the
achievement gap between at-risk
and mainstream children. The
idea is to radically change
individual schools by redesigning
and integrating curricular,
instructional, and organizational
practices so that they provide
enrichment–not just remediation–
for at-risk students.
-assumes that at-risk students
have “learning gaps” in areas
valued by schools and
mainstream economic and social
institutions.
- assumes remedial approaches
- Teacher integrates
exercises w/specific
lesson content. The
teacher must collaborate
with whom and why, how
to manage classroom,
how to balance the
attention to both content
&cooperative skill
building.
Unity of Purpose–
everyone must agree on
a common set of goals
Empowerment/Respon
sibility–Members of the
school community can
make important
educational decisions,
take responsibility for
implementing them, and
take responsibility for
the outcomes.
Building on
Strengths–This program
identifies and uses all
available learning
resources in the school
community, instead of
exaggerating
weaknesses and ignoring
strengths.
fail to close these gaps because
they don’t build on students’
strengths & they don’t tap into
the resources of teachers,
parents, and the community.
THEMATIC INSTRUCTION
- organization of a curriculum
around macro “themes.”
- integrates basic disciplines like
reading, math, and science with
the exploration of a broad subject,
such as communities, rain forests,
river basins, the use of energy,
and so on.
-occurs with an entire grade level,
integrates curriculum & disciplines
with actual learning experience
WHOLE BRAIN TEACHING
- derived from neurolinguistic
descriptions of the functions of
the brain’s left and right
hemispheres
- knowledge is learned
best in the context of
“coherent whole”
- seeks to put the
teaching of cognitive
skills in the context of a
real-world subject both
specific enough to be
practical, and broad
enough to allow creative
exploration.
Steps:
1. choosing a theme
2.designing integrated
curriculum
3. designing instruction
4.encouraging
presentation/celebration
- integrated brain, the
functions of one
hemisphere are
immediately available to
the other, producing a
more balanced use of
language.
 - emphasizes active
learning, learner makes
connections that tap
both hemispheres.

-manages emotional
climate, to reduce the
“downshifting”–or primal
thinking–that occurs
during distress.

- imaging is basis for

comprehension. learners
visualize, draw, & use
drama as they develop
new ideas, in order to
retain them.

SERVICE LEARNING - nstp, community - to provide - Teachers may - changes the

service, parish meaning and need to expand nature of
- combines service to the involvement etc. as part context to the their own assessment by
community with learning outside of the curriculum information taught knowledge base to focusing on the
the classroom extend learning customer
beyond the satisfaction of the
classroom. organization
students are
- The goals of serving.
instruction often
change from -assessments may
amassing be done by the first
knowledge to using hand facilitator
and applying
knowledge in a
real-world context.
COGNITIVE COACHING
- based on metacognition–or
being aware of one’s own thinking
processes
–fosters independence in learning
by providing personal insights into
learner’s own thinking processes,
builds flexible, confident problem-
solving skills. encourages self-
efficacy and pride.
- involves modeling self-
appraisal & self-
management of
cognition by an expert.
It also involves learner
performance and
reflection, internalizing,
and generalizing.
- modeling, instructor
explains thinking,
reading, and calculating
strategies by naming the
strategy then explaining
why it should be learned.
The instructor provides
steps for using particular
strategy, deciding
appropriateness, &
evaluating
-Dialogue, of instructor
& student, is another
prominent aspect of
coaching. For example,
in the“scaffolded
instruction” technique,
teachers and students
take turns leading
dialogues about texts,
asking each other to
predict, question, clarify,
summarize, and self-
appraise.
 -Scott Paris, 1990

1. common goals of T &

S
2. on-going assessments
to adjust difficulty level
3. Mutual regulation–T
benefit from
students’misconceptions
and observations of the
strategies, while
students learn from their
instructor’s previous
experience using the
strategies

SCHOOL-TO-WORK 1. Integrate the long- Develop new Focus on Use portfolios to

TRANSITION separated “tracks” of models that experiential, gauge a student’s
academic and vocational integrate project-based employability.
- provide ways for students to education. vocational and learning. Also,
transition successfully into the academic reduce the
economy 2. Link schooling with the education, from “tracking,” or
demands and realities of revamping the segregation, of
the workplace. guidance students into either
counseling system academic or
3. Develop programs to
to creating a vocational studies.
closely coordinate
coherent sequence
secondary and post-
of courses related
secondary education
to broad
with employers.
occupational
clusters.
INSTRUCTIONAL TECHNOLOGY Some educators believe Advanced Advanced IT will focus more
the use of interactive, technology has the technology could on building
- using computers, CD-ROMs, computer-based potential to significantly affect feedback loops
interactive media, modems, technology is crucial to significantly the role of directly into the
satellites, teleconferencing, and improving classroom expand the teachers, & the learning process.
other technological means to learning. These breadth & depth of structure of schools Students can
support learning. educators contend that curriculum. With & classrooms. obtain frequent &
advanced technology will the Internet, accurate feedback,
fundamentally change students can -use of IT changes make corrections
the learning process and access information the teacher’s role to their work, and
structure. Other far beyond scope from expert to structure learning
educators believe of textbooks. facilitator /coach. experiences around
technology is merely a Curricula can be their individual
-instruction is not
tool that has minimal individualized needs.
limited to the
impact on the quality of &adapted to
school building or - Assessment can
learning. students’ specific
classroom. be monitored by
learning styles. IT
students can take offsite instructors,
has the power to
courses from global plus it can be
enhance
satellite feed or on ongoing and
knowledge
the Internet. cumulative.
accumulation,
instead of just
 focusing on
content mastery.

YOUTH APPRENTICESHIP - European countries use -perceived as -academic - includes a

an apprenticeship narrow because instruction tends to combination of
- prepares students for work by system to prepare for content in the be neglected in the traditional testing
giving them a combination of workforce. classroom mainly past but has been and project
classroom instruction and paid on- focuses on the improved. completion.
the-job training. In this education - run by a partnership of applications called
model, students obtain a set of government, educators, for in the - Instruction at the - assessment is
well-defined occupational abilities and employers. workplace work site varies: authentic
by learning concepts in the Employer committees Some very formal &includes feedback
classroom and applications in a play a significant role in & prescribed from supervisors,
work setting. designing, monitoring, programs, others mentors, and co-
and evaluating do informal workers.
apprenticeship mentoring by a
programs. master in the
trade. ---large
-Programs begin companies
accepting youth at age replicate classroom
15 or 16 (once they have or laboratory
finished their requisite training w/o
education), and run for providing much
three to four years. hands-on learning,

- small companies
often exploit
apprentices as
cheap labor
without offering
much real
instruction.