Opplæringsprosessen: Klasseromspers­pektiver

Dette området handler om undervisning og læring slik de utfolder seg i klasserom — undervisningspraksis, klasseromsinteraksjon og betingelsene for effektiv undervisning.

Scope

Feltet dekker forskning på undervisning, klasseromsinteraksjon og -ledelse, undervisningsmetoder og de kognitive betingelsene for læring.

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

• Hva gjør undervisning effektiv?
• Hvordan former klasseromsinteraksjoner læringen?
• Hvordan bør undervisning utformes kognitivt?
• Hva er den levde erfaringen i klasserommet?

Key concepts

• Effektiv undervisning
• Klasseromsledelse
• Skjult læreplan
• Kognitiv belastning
• Instruksjonsdesign
• Klasseromsinteraksjon

Key theories

Forskning på undervisning

Gage etablerte den systematiske empiriske studien av undervisningseffektivitet.

Klasseromslivets skjulte læreplan

Jackson avdekket de implisitte lærdommene i klasseromslivet.

Kognitiv belastning

Sweller viste at undervisning må ta hensyn til arbeidshukommelsens kapasitetsgrenser for å være effektiv.

History

Klasseromsforsk­ning beveget seg fra prosess-produkt-studier av effektiv undervisning (Gage) og etnografier av klasseromslivet (Jackson) til kognitivt fundert instruksjonsdesign (Sweller).

Debates

Direkte instruksjon versus oppdagelseslæring

Hvorvidt læring best støttes av eksplisitt instruksjon eller veiledet oppdagelse, belyst av kognitiv belastningsforskning.

Key figures

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

Seminal works

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

Frequently asked questions

Hva er kognitiv belastningsteori?

Swellers teori om at undervisning bør håndtere arbeidshukommelsens begrensede kapasitet for å støtte effektiv læring.