| Instructional Principle | Description | Possible Technology Integration |
| Automaticity & overlearning | Providing a context for application of basic facts, anchors instruction in visual context and story format | Drill and practice software and web sites to develop automaticity. |
| Mastery Learning | Instruction is arranged so that all students learn objectives to mastery. | Mastering Fractions, Systems Impact
Direct Instruction materials |
| Mnemonics | Use of visual and auditory stimuli to assist the retention of important skills. | BrainCogs by FableVision Images incorporated into presentations |
| Direct Instruction | Instruction with rapid pacing, frequent feedback, opportunities to answer and stated specific objectives. | Mastering Fractions, Systems Impact
Windows on Science, Optical Data Direct instruction Materials Earobics |
| Situated Cognition | Instruction that provides students with situations where they generate their own questions. Problems are embedded in an authentic situation. | Jasper Woodbury, L. Erlbaum
Science Sleuths, Videodiscovery WebQuests |
| Cooperative Learning | Instruction that provides students opportunities to work together to solve problems and assist each other in learning new information. | Great Solar System Rescue, Tom Snyder
|
| Exploration and Problem Solving | Instruction that focuses on learning through posing problems and exploring possible answers; students construct knowledge | Thinking Things by Edmark
Living Books by Broderbund WebQuests |
| Writing Instruction | Instruction that incorporates a word processor for student notetaking. Instruction that provides students support for writing. |
|
| Reading Comprehension | Instruction that presents text with visual and auditory cues to enhance comprehension. | Read 180 by Scholastic Start to Finish Books by Don Johnston Thinking Reader, Tom Snyder |
| Study Skills | Instruction that encourages student research and provides models for management and searching of data. | BrainCogs by Fablevision |
| ________________ | ________________ | _________________ |
| Big Ideas * | Concepts that facilitate efficient acquisition of knowledge. | Locate Web sites that compare and contrast
similar content, obtain different points of view. |
| Conspicious Strategies * |
Approximation of steps to solve complex problems. | Teach specific strategies in how to use technology to accomplish a task: Searching on the Web Efficient use of word editing |
| Primed Background Knowledge * |
Necessary background knowledge must be taught. | Provide software and web resources for review |
| Mediated Scaffolding * |
Guidance, assistance and support a teacher provides to assist the learning to complete the task. | TrackStar activities Word processing with word prediction |
| Judicious Review * | Review should be a) sufficient for initial learning to occur, b) distributed over time, c) varied for generalizability, and d) cumulative. |
|
| Strategic integration * | Prior learning is integrated into more complex concepts. | build on prior learning by reviewing
previous models and adding |
Based on ideas from Parett, H. P., Hourcade, J. J., and VanBiervliet, A. (1993). Selection of appropriate technology for children with disabilties. Teaching Exceptional Children
* Based on Six Ways to Accelerate Learning - National Center to Improve the Tools for Educators (NCITE) at http://idea.uoregon.edu/~ncite/
* Burke, M., Hagan, S., & Grossen, B. (1998). What curricular designs and strategies accommodate diverse learners? Teaching Exceptional Children. 31(1). 34-38
Adapted by Cheryl A. Wissick for use by EDEX 750, University of South Carolina.
| ©
1999 University of South Carolina Board
of Trustees
URL:
http://www.ed.sc.edu/caw/bio.html
Last updated: Fall,
2004 |