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ERIC Number: ED314741
Record Type: Non-Journal
Publication Date: 1990-Feb
Pages: 15
Abstractor: N/A
Reference Count: N/A
Some Maxims for Learning and Instruction. Technical Report No. 491.
Anderson, Richard C.; Armbruster, Bonnie B.
Maxims derived from recent theory in learning and instruction and from reflection on excellent practice can be applied to teacher education, not only to improve the training of prospective teachers, but also to improve their ability to teach others. Especially useful are examples from Reading Recovery, a successful literacy training program. Some of the maxims include: (1) instruction should use a whole-to-part approach; (2) instruction should be rooted in authentic, real world situations; (3) instruction should foster flexibility through multiple perspectives; (4) instruction should be sensitive to the developmental progression of students; (5) instruction should assume an action orientation; (6) instruction should involve modeling; (7) instruction should involve coaching; (8) instruction should involve scaffolding; and (9) instruction should foster reflection and articulation. The great irony of teacher education appears to be that prospective teachers are taught in ways that are inconsistent with the maxims of effective learning and instruction. An experimental preservice education course at the University of Illinois illustrates on a small scale how the maxims developed can be applied to teacher education. (RS)
Publication Type: Guides - Classroom - Teacher; Reports - Descriptive
Education Level: N/A
Audience: Practitioners
Language: English
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: Illinois Univ., Urbana. Center for the Study of Reading.; Bolt, Beranek and Newman, Inc., Cambridge, MA.