Because one omn acro ss all class ro om se ed at tion to ensure that all ers are arning.F you ma nateria stude ho are reading above grad or ext and worksh with hints and answer keys for those who are struggling to understand the concepts of the topic Research-based classroom practices to engage learners have evolved over time.These prin ciples of effective instruction offer ways to engage your leamners regardless of their ability levels: .Assess prior knowledge.Before you can properly provide instruction,you should gathe relevant information about each student's knowledge and skill level.You need to know what knowledge your students already have learned.To leam from most materials and activi ties,students must possess prerequisite knowledge and skills(Newby,Stepich,Lehman, Russell,2010). Consider individual differences leamners vary in terms of personality.g eneral aptitude knowledge of a subject,and m ors Be a are of the hild's You need to de the t age spoken By a aewid hat resources are nelp your den ec 15 ruction allo different activities(Cooper&Varma,1997) State objectives.For you and your students to know where instruction is going and what is to be accomplished,the goals must be specified.Learning objectives must match expected outcomes or standards (Mager.1997) Develop meta ognitive skills.The skills of selective onitoring,e valuating,and adjust ing their approac elp to ma e them lifelong learners nce in understan resources help in tha process(Nelson,1992 Provide social interaction.Teachers and peers serving as tutors or gr un members can pro vide a number of pedagogical as well as social su orts lea expertise when collaborating with others in and bey nd the classroom (Jonas n,Howland, Marra,&Crismond,2008). Incorporate realistic contexts.Learners are most likely to remember and to apply authenti knowledge presented in a real-world context.Rote learning leads to"inert knowledge";that is,learners know something but cannot apply it to real life.Students benefit from under standing how their knowledge and skills fit into the world around them(Bransford,Brown. Cocking,2000). students in relevar nces are those s to d the pa cipa of lea Dc espe arying bility to apply L:W Practice pro Offer frequent,timely,and constructive feedback.Student learning requires accurate infor mation on misconceptions.misunderstandings and weaknesses.Learners need to know it their thinking is on track Feedback may come from a teacher a tutor electronic messages from a computer the scoring system of a pame.or oneself In addition to knowing that responses are incorrect,students need to know why they have been unsuccessful and how they can improve their performance.Further,knowing details about their correct responses in terms of how and why they are accurate helps students understand more about what they have learned (Black william.1998) 24 Chapter 224 Chapter 2 Because one common feature across all classroom settings is the variety of learning levels and needs among students, it is also critical to determine the best ways to meet the needs of all stu￾dents by becoming skilled at differentiating instruction to ensure that all learners are adequately and appropriately challenged in their learning. For example, you may offer in-depth reading materials for students who are reading above grade level for extended learning experiences, and worksheets with hints and answer keys for those who are struggling to understand the concepts of the topic. Research-based classroom practices to engage learners have evolved over time. These prin￾ciples of effective instruction offer ways to engage your learners regardless of their ability levels: • Assess prior knowledge. Before you can properly provide instruction, you should gather relevant information about each student’s knowledge and skill level. You need to know what knowledge your students already have learned. To learn from most materials and activi￾ties, students must possess prerequisite knowledge and skills (Newby, Stepich, Lehman, & Russell, 2010). • Consider individual differences. Learners vary in terms of personality, general aptitude, knowledge of a subject, and many other factors. Be aware of the multiple learning needs of your students—for example, whether a language other than English is spoken in a child’s home. You need to consider the technology and media experiences your students have had and what resources are essential to help your students learn. Effective instruction allows individuals to progress at different rates, cover different materials, and even participate in different activities (Cooper & Varma, 1997). • State objectives. For you and your students to know where instruction is going and what is to be accomplished, the goals must be specified. Learning objectives must match expected outcomes or standards (Mager, 1997). • Develop metacognitive skills. The skills of selective monitoring, evaluating, and adjust￾ing their approaches enhance students’ learning and help to make them lifelong learners. Learners need assistance in understanding how they learn and what resources help in that process (Nelson, 1992). • Provide social interaction. Teachers and peers serving as tutors or group members can pro￾vide a number of pedagogical as well as social supports. Learners gain experience and expertise when collaborating with others in and beyond the classroom (Jonassen, Howland, Marra, & Crismond, 2008). • Incorporate realistic contexts. Learners are most likely to remember and to apply authentic knowledge presented in a real-world context. Rote learning leads to “inert knowledge”; that is, learners know something but cannot apply it to real life. Students benefit from under￾standing how their knowledge and skills fit into the world around them (Bransford, Brown, & Cocking, 2000). • Engage students in relevant practice. The most effective learning experiences are those requiring learners to practice skills that build toward the desired outcome. Learner participa￾tion increases the probability of learning. Practice, especially in varying contexts, improves retention rate and the ability to apply the new knowledge, skill, or attitude. Practice pro￾motes deeper, longer lasting learning (Morrison & Lowther, 2010). • Offer frequent, timely, and constructive feedback. Student learning requires accurate infor￾mation on misconceptions, misunderstandings, and weaknesses. Learners need to know if their thinking is on track. Feedback may come from a teacher, a tutor, electronic messages from a computer, the scoring system of a game, or oneself. In addition to knowing that responses are incorrect, students need to know why they have been unsuccessful and how they can improve their performance. Further, knowing details about their correct responses in terms of how and why they are accurate helps students understand more about what they have learned (Black & William, 1998). M02_SMAL4150_01_SE_C02.indd 24 2/7/14 8:37 AM