Izglītības process: klases perspektīvas

Šī joma attiecas uz mācīšanu un mācīšanos, kā tās norisinās klasēs — mācīšanu, klases procesiem un efektīvas mācīšanas nosacījumiem.

Scope

Tā aptver pētījumus par mācīšanu, mijiedarbību un vadību klasē, mācību metodēm un mācīšanās kognitīvajiem nosacījumiem.

Sub-topics

• Advance Organizers
• Interdisciplinary Approach
• Study Habits
• Cultural Enrichment
• Test Anxiety
• Affective Objectives
• Behavioral Objectives
• Student Reaction
• Test Preparation
• Academic Failure
• Class Rank
• Grades (Scholastic)
• Grading
• Enrichment Activities
• Developmentally Appropriate Practices
• Mixed Age Grouping
• Instructional Effectiveness
• Global Approach
• Mastery Learning
• Multi Tiered Systems of Support
• Performance Contracts
• Student Improvement
• Teacher Influence
• Instructional Design
• Portfolio Assessment
• Learner Engagement
• Student Motivation
• Teacher Motivation
• Student Development
• Classroom Environment
• Teacher Student Relationship
• Creative Activities
• Reggio Emilia Approach
• Educational Therapy
• Classroom Communication
• Simulation
• Assessment Literacy
• Formative Evaluation
• Instructional Improvement
• Teacher Competencies
• Teaching Skills
• Assignments
• Instruction
• Electronic Learning
• Discussion Groups
• Educational Diagnosis
• Response to Intervention
• Academic Persistence
• Listening
• Redundancy
• Time on Task
• Classroom Techniques
• Audiovisual Instruction
• Multimedia Instruction
• Intermode Differences
• Place Based Education
• Student Centered Learning
• Individual Instruction
• Conventional Instruction
• Academic Achievement
• Teaching Experience
• Object Manipulation
• Precision Teaching
• Course Objectives
• Process Education
• Student Behavior
• Developmental Studies Programs
• Student Centered Curriculum
• Training Objectives
• Educational Strategies
• Remedial Programs
• Study Skills
• Content and Language Integrated Learning
• Acceleration (Education)
• Honors Curriculum
• Blended Learning
• Experimental Teaching
• Instructional Innovation
• Integrated Activities
• Training Methods
• Web Based Instruction
• Ability Grouping
• Computer Assisted Instruction
• Group Discussion
• Student Projects
• Teacher Behavior
• Case Method (Teaching Technique)
• Discussion (Teaching Technique)
• Student Interests
• Writing Exercises
• Classes (Groups of Students)
• Class Organization
• Course Organization
• Grouping (Instructional Purposes)
• Self Contained Classrooms
• Class Size
• Teacher Expectations of Students
• Teaching Conditions
• Prereferral Intervention
• Practicum Supervision
• Student Experience
• Teacher Improvement
• Coaching (Performance)
• Achievement Gains
• Performance Factors
• Remedial Instruction
• Group Activities
• Reciprocal Teaching
• Computer Simulation
• Computer Managed Instruction
• Simulated Environment
• Praxis
• Scaffolding (Teaching Technique)
• Course Content
• Textbook Content
• Motivation Techniques
• Lecture Method
• Learning Centers (Classroom)
• Peer Teaching
• Team Training
• Team Teaching
• Home Study
• Individualized Programs
• Diagnostic Teaching
• Course Evaluation
• Instructional Material Evaluation
• Summative Evaluation
• Creative Teaching
• Curriculum Based Assessment
• Reflective Teaching
• Questioning Techniques
• Cross Age Teaching
• Tutorial Programs
• Notetaking
• Prompting
• Enrichment
• Curriculum Enrichment
• Instructional Development
• Thematic Approach
• Material Development
• Class Activities
• Cooperative Learning
• Experiential Learning
• Independent Study
• Learner Controlled Instruction
• Demonstrations (Educational)
• Learning Activities
• Direct Instruction
• Problem Based Learning
• Student Participation
• Montessori Method
• Resource Units
• In Person Learning
• Individualized Instruction
• Drills (Practice)
• Sequential Approach
• Gamification
• Progressive Education
• Time Management
• Psychoeducational Methods
• Error Correction
• Participant Satisfaction
• Student Journals
• Knowledge Base for Teaching
• Teacher Response
• Group Instruction
• Test Wiseness
• Pacing
• Individual Activities
• Resource Room Programs
• Reading Lists
• Instructional Systems
• Microteaching
• Andragogy
• Aptitude Treatment Interaction

Core questions

• Kas padara mācīšanu efektīvu?
• Kā klases mijiedarbība veido mācīšanos?
• Kā kognitīvi jāveido mācīšana?
• Kāda ir klases pieredze?

Key concepts

• Efektīva mācīšana
• Klases vadība
• Slēptā mācību programma
• Kognitīvā slodze
• Mācību dizains
• Klases mijiedarbība

Key theories

Pētījumi par mācīšanu

Gage izveidoja sistemātisku empīrisku pētījumu par mācīšanas efektivitāti.

Klases slēptā mācību programma

Jackson atklāja klases dzīves netiešās mācības.

Kognitīvā slodze

Sweller parādīja, ka efektīvai mācīšanai instrukcijām ir jārespektē darba atmiņas ierobežojumi.

History

Klases pētījumi pārgāja no efektīvas mācīšanas procesa-produkta pētījumiem (Gage) un klases dzīves etnogrāfijām (Jackson) uz kognitīvi pamatotu mācību dizainu (Sweller).

Debates

Tiešā mācīšana pret atklāšanas mācīšanos

Vai mācīšanos vislabāk atbalsta tieša mācīšana vai vadīta atklāšana, pamatojoties uz kognitīvās slodzes pētījumiem.

Key figures

• N. L. Gage
• Philip Jackson
• John Sweller

Seminal works

• jackson-1968
• gage-1963
• sweller-1988

Frequently asked questions

Kas ir kognitīvās slodzes teorija?

Sweller teorija, ka instrukcijām jāpārvalda darba atmiņas ierobežotā kapacitāte, lai atbalstītu efektīvu mācīšanos.