eric.ed.gov har udgivet: The pilot program is designed to implement individualized instruction for the prospective teacher (Competency-Based Teacher Education Model) and public school children (Personalized Instruction Model). Students participate in an individualized learning program while aspiring teachers complete their teacher training competencies through knowledge and performance levels at Portal Schools. The children work in open-space instructional areas that utilize diagnosing and prescribing methods, scope and sequence activities, learning centers, learning activity packages, and contracts. Teachers demonstrate their competencies with specific skills, which include the following: motivating and reinforcing students, producing instructional materials, and personalizing instruction. All competencies are completed on-site with the assistance of clinical professors. Two supportive elements of this pilot program are a) using volunteers to tutor children in math and reading skills and to produce instructional materials… Continue Reading →
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eric.ed.gov har udgivet: The aim of the Title I math program was to improve the teaching of mathematics at the primary level in Title I schools. School staff and Parent Advisory Committee members had suggested and helped plan the focus of the project. It was expected that improved teaching would raise the level of understanding of basic mathematics skills and concepts of primary pupils. Testing of the children, however, was incomplete and inconclusive. All Title I primary teachers were eligible for the project. Most of the teachers from 25 public and 9 nonpublic schools availed themselves of the services offered by the project during the two years, 1972-74, covered by this report. This evaluation concentrated on the activities of the project and teachers’ responses to those activities. Teachers received over… Continue Reading →
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eric.ed.gov har udgivet: This brief shows how middle and high school teachers in a Time-Technology Swap school model, with or without Multi-Classroom Leaders, may earn more while reaching more students, sustainably. In this model, students alternate between learning with teachers and working in a digital learning lab, where they learn online and engage in offline skill practice, homework, and project work. This frees the time of teachers to teach more students, plan, and collaborate with their peers in teaching teams. Teaching teams may also have Multi-Classroom Leaders, excellent teachers who are accountable for the outcomes of all the team’s students in a subject and for team members’ job-embedded development. Calculations are shown of when students learn online every other day in core subjects, spending a maximum average of two hours… Continue Reading →
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