American Educator
Spring 2012
Table of Contents
Putting Students on the Path to Learning
The Case for Fully Guided Instruction
By Richard E. Clark, Paul A. Kirschner, and John Sweller
The Case for Fully Guided Instruction
By Richard E. Clark, Paul A. Kirschner, and John Sweller
Discovery learning, problem-based learning, inquiry learning, constructivist learning—whatever the label, teaching that only partially guides students, and expects them to discover information on their own, is not effective or efficient. Decades of research clearly demonstrates that when teaching new information or skills, step-by-step instruction with full explanations works best.
Principles of Instruction
Research-Based Strategies That All Teachers Should Know
By Barak Rosenshine
Research-Based Strategies That All Teachers Should Know
By Barak Rosenshine
The opening article (see above) explains why—for novices—fully guided instruction is best. This article translates three bodies of research into highly effective instructional practices, such as teaching new material in small amounts, modeling, asking lots of questions, providing feedback, and making time for practice and review.
For a PDF of both articles, click here.
A decades-long commitment to providing crucial health and social services, as well as early interventions, has enabled Finland to create a system in which all students, in all schools, receive a top-quality education.
A teacher remembers a colleague and shares some hard-won insights on what it means to be a great teacher.
In addition to having fewer material and social supports, children from low-income families also tend to have chronic stress that can significantly impede their learning. Research shows that besides social service supports, a classroom teacher’s warmth toward and high expectations for disadvantaged children can help them reach their potential.
All articles available in PDF format only.
