PATTERNS FOR LEARNING.

Autor/in	KLAUSMEIER, HERBERT J.
Institution	Wisconsin Univ., Madison. Research and Development Center for Learning and Re-Education.
Titel	PATTERNS FOR LEARNING.
Quelle	(1966), (21 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Cooperative Programs; Educational Principles; Educational Research; Individual Development; Instructional Innovation; Instructional Materials; Learning Laboratories; Learning Processes; Research Opportunities; School Personnel; School Role; Specialists; Teacher Effectiveness; Teacher Participation; Teaching Methods + Suchen Sie Ihr Suchwort? Bildungsprinzip; Bildungsforschung; Pädagogische Forschung; Individuelle Entwicklung; Educational Innovation; Bildungsinnovation; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Lernstation; Learning process; Lernprozess; Forschungshaushalt; Schulpersonal; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	THE GOALS, RESEARCH TASKS, AND FUNCTIONAL OPERATION OF A RESEARCH AND INSTRUCTION (R AND I) UNIT WERE DESCRIBED. R AND I UNITS WERE ORGANIZED TO PROVIDE THE MEANS TO CONDUCT CLASSROOM RESEARCH AND TO DEVELOP MORE EFFICIENT LEARNING PROCESSES THROUGH THE COOPERATION OF LOCAL SCHOOLS, STATE PERSONNEL, AND UNIVERSITY FACULTY MEMBERS. THE ACTIVITIES OF A UNIT, COMPOSED OF A LEARNING SPECIALIST, TEACHERS, AND NONCERTIFIED ASSISTANTS, ARE SIMILAR TO TEAM TEACHING, BUT THE UNIT HAS DIFFERENT RESPONSIBILITIES. ANY VARIABLE OR PROBLEM OF SCHOOL LEARNING WAS REGARDED AS APPROPRIATE FOR RESEARCH BY R AND I UNITS. THE AUTHOR DISCUSSED 10 PRINCIPLES OF LEARNING THAT SHOULD BE APPLIED AND TESTED BY R AND I UNITS. THE PRINCIPLES STATED WERE (1) MOTIVATE YOUR STUDENTS, (2) PROVIDE FOR INDIVIDUAL DIFFERENCES, (3) SELECT MEANINGFUL MATERIAL, (4) ORGANIZE THE SUBJECT MATTER EFFECTIVELY, (5) PROVIDE APPROPRIATE MODELS FOR STUDENTS, (6) GUIDE INITIAL TRIALS, (7) ARRANGE PRACTICE PERIODS EFFECTIVELY, (8) EVALUATE THE STUDENT'S PROGRESS, (9) PROVIDE FOR RECALL, AND (10) HELP THE STUDENTS APPLY KNOWLEDGE. SOCIAL FORCES, FAMILY INFLUENCES, AND ADMINISTRATIVE PRESSURES WERE INCLUDED AMONG OTHER FACTORS TO BE CONSIDERED BY R AND I UNITS. THE AUTHOR ALSO GAVE A BRIEF DESCRIPTION OF THE RESEARCH AND DEVELOPMENT ACTIVITIES OF THE R AND I UNITS ESTABLISHED BY THE RESEARCH AND DEVELOPMENT CENTER FOR LEARNING AND RE-EDUCATION AT THE UNIVERSITY OF WISCONSIN. THIS PAPER WAS PRESENTED TO THE JOINT CONFERENCE, COUNCIL OF SCHOOL SUPERINTENDENTS, AND NEW YORK STATE ASSOCIATION SCHOOL DISTRICT ADMINISTRATORS (ROCHESTER, SEPTEMBER 30, 1965). (AL)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC