Principles of Effective Instruction



Principles of Effective Instruction

|# |Principle of Effective Instruction |Theorist/Researcher |

|1 |Abstract ideas need to be first made concrete through the use of objects, illustrations, |Richard Mayer |

| |manipulatives, and examples. | |

|2 |Graphic organizers and visual frameworks should be used when introducing new content and when|Richard Mayer |

| |designing student worksheets. | |

|3 |Advanced organizers with a statement of expected learning outcomes need to precede |David Ausubel |

| |instruction. | |

|4 |New learning needs to initially relate to students’ lives and experiences. |John Dewey |

| | |Jean Piaget |

|5 |Inductive [indirect] instruction is often preferable to deductive [direct] instruction |Jerome Bruner |

| |because the content becomes more meaningful if the learner is guided to discover rules, | |

| |definitions, & attributes. | |

|6 |Information needs to be presented in context to maximize meaning [e.g. vocabulary embedded in|F. C. Bartlett |

| |stories vs. lists, math problems embedded in real life scenarios vs. listed on a page] |Richard Meyer |

|7 |Use categories when presenting new information and vocabulary. |John Anderson |

|8 |Factual knowledge needs to be presented within the context of big ideas (principles) or |Jerome Bruner |

| |concepts. | |

|9 |Prior learning is periodically reviewed to promote retention and increase in skill. |Barak Rosenshine |

|10 |A positive and supportive climate for learning must be established and maintained in the |Abraham Maslow |

| |classroom. | |

|11 |Students need to be allowed to interact verbally in order to process new learning for |Robert Slavin |

| |increased understanding and retention. |David and Roger Johnson |

|12 |Students need to reflect on their learning in their own words. |Vygotsky |

|13 |Partner and group work must center on clearly structured tasks. |David and Roger Johnson |

|14 |Frequent checks for understanding should be used during teacher directed instruction. |Barak Rosenshine |

|15 |Learning tasks need to be broken down into manageable steps in order adjust the level of |Barak Rosenshine |

| |difficulty for the learner. |B.F. Skinner |

|16 |Non-examples can be paired with examples to increase understanding of new concepts. |Robert Tennyson |

|17 |Level of difficulty in instruction is adjusted to accommodate learner differences. |Jerome Bruner |

| | |Carol Ann Tomlinson |

|18 |Learners need immediate and specific feedback regarding task performance. |B. F. Skinner |

|19 |Opportunities for practice must follow instruction. |Barak Rosenshine |

|20 |Tasks and questions should require higher levels of cognition instead of memorization to |Benjamin Bloom |

| |increase retention and understanding. |Barry Beyer |

|21 |Authentic assessment tasks yield more accurate information about students’ ability to apply |Grant Wiggins |

| |new skills. |Robert Sternberg |

|22 |Instruction (explanation, demonstration, etc.) must be sufficiently thorough in order for new|J.R. Anderson |

| |content to be learned. | |

|23 |Guided practice precedes independent practice in order to ensure success for the learner. |Vygotsky |

| | |Richard Mayer |

|24 |Asking for predictions can motivate students by creating a “need to know.” |Abraham Maslow |

Revised 6-8-04

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