Literaturnachweis - Detailanzeige
| Autor/in | Sponder, Barry |
|---|---|
| Titel | Twenty Golden Opportunities To Enhance Student Learning: Use Them or Lose Them. |
| Quelle | (1993), (9 Seiten)Infoseite zur Zeitschrift
PDF als Volltext kostenfreie Datei |
| Beigaben | Tabellen |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| Schlagwörter | Stellungnahme; Classroom Environment; Classroom Techniques; Elementary Secondary Education; Feedback; Instructional Design; Instructional Improvement; Teacher Behavior; Teacher Response; Teacher Student Relationship; Teaching Methods |
| Abstract | In an average classroom period, a teacher has twenty or more opportunities to interact with students and thereby influence learning outcomes. As such, teachers should use these opportunities to reinforce instruction or give positive corrective feedback. Typical methods used in schools emphasize error correction at the expense of calling attention to the information students have already mastered. Instead, teachers should acknowledge what students already know, build upon it, and then reteach poorly understood material by guiding the student through an analysis of mistakes. Teachers often dismiss a student's incorrect response because they are concentrating what to say next. Teachers then lose a valuable opportunity to interact with students. A good way to avoid this may be for the teacher to plan beforehand some responses to students. Examples of responses which can be used when a correct answer is given include: "Good"; "Thank you"; "Yes, that's it"; "Keep working on it"; "You are getting much better"; "I knew you could do it"; and "Terrific." An example of a response which can be used when an incorrect answer is given is: "Let's look at this...Nice work with this first part, now let's start from here." (JW) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2004/1/01 |
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