ERIC Number: ED209242
Record Type: RIE
Publication Date: 1981-Jul
Reference Count: 0
Time to Teach: Teaching-Learning Processes in Primary Schools.
A model of the teaching-learning process identifies and describes varied behavioral dimensions of the classroom and how they relate to pupil achievement. The model is based on the assumption that the total amount of engaged time on a particular topic is the most important determinant of achievement and has the components of: (1) quantity of schooling; (2) time allocated to curriculum activities; (3) pupil involvement; (4) content comprehension; (5) achievement; and (6) feedback. The quantity of schooling is defined by length of the school day and year, and pupil attendance. The allotment of time for subjects in the curriculum relates to achievement levels in such subjects as math, language, and reading. The pattern of time allocation for various subject areas is an important consideration when planning and implementing instruction. Pupil involvement is particularly important in achievement and consists of attention, task persistence, active learning time, and engagement on task. Constant and supportive feedback from the teacher is a factor in improving pupil involvement, comprehension, and achievement. The effectiveness of this model, which was derived from empirical research on classroom teaching and learning, has several implications for effective teaching of curriculum planning, classroom organization, curriculum organization, and feedback. (JD)
Descriptors: Academic Achievement, Class Organization, Curriculum Development, Feedback, Learning Processes, Persistence, Scheduling, Student Motivation, Teacher Behavior, Teacher Effectiveness, Teacher Response, Time Factors (Learning), Time on Task
Institute for Research on Teaching, College of Education, Michigan State University, 252 Erickson Hall, East Lansing, MI 48824 ($3.00).
Publication Type: Information Analyses; Reports - Descriptive
Education Level: N/A
Sponsor: National Inst. of Education (ED), Washington, DC.
Authoring Institution: Michigan State Univ., East Lansing. Inst. for Research on Teaching.