ERIC Number: ED386853
Record Type: RIE
Publication Date: 1994-Jan-13
Reference Count: N/A
Research Synthesis on Effective Teaching Principles and the Design of Quality Tools for Educators. Technical Report No. 5.
Ellis, Edwin S.; Worthington, Lou Anne
This monograph presents a synthesis of the literature on empirically supported effective teaching principles that have been derived from research on behavioral, cognitive, social-learning, and other theories. After an introductory section, the first section discusses characteristics of empowered and ineffective learners. Motivational, cognitive, academic, and social characteristics are identified. The next section provides an in-depth examination of 10 effective teaching principles. Each principle is explained in terms of an overview of research, definitions and examples of terms, overview of instructional approaches, and limitations and barriers. Principles addressed cover: (1) engagement time; (2) success rates; (3) content coverage/opportunity to learn; (4) grouping for instruction; (5) scaffolded instruction; (6) addressing forms of knowledge; (7) activating and organizing knowledge; (8) teaching strategically; (9) making instruction explicit; and (10) teaching sameness in the curriculum. The last section examines effective lesson structure and critical presentation techniques. It reviews such variables as modeling, verbal rehearsal, gaining attention of learners, goal-setting, practice, and the use of instructional organizers and then addresses teacher behaviors such as teacher questioning, managing student responses, pacing, and providing feedback. (Contains approximately 350 references.) (DB)
Descriptors: Classroom Techniques, Early Childhood Education, Educational Principles, Educational Strategies, Elementary Secondary Education, Grouping (Instructional Purposes), Higher Education, Instructional Design, Instructional Effectiveness, Learning Strategies, Learning Theories, Research and Development, Student Characteristics, Success, Teacher Effectiveness, Teaching Methods, Theory Practice Relationship, Time on Task
Publication Type: Information Analyses; Guides - Non-Classroom
Education Level: N/A
Audience: Teachers; Practitioners
Sponsor: Special Education Programs (ED/OSERS), Washington, DC.
Authoring Institution: Oregon Univ., Eugene. Coll. of Education.; National Center To Improve the Tools of Educators, Eugene, OR.
Note: For separate executive summary, see EC 304 243.