AMRELI:CORONA ANTARGAT CONTROLROOM PAR FARAJ BAJAVAVA BABAT
the most-effective mathematics teachers spent about twenty-three
minutes of a forty-minute period in lecture, demonstration, questioning
and working examples. In contrast, the least-effective teachers only
spent eleven minutes presenting new material. The more-effective
teachers used this extra time to provide additional explanations, give
many examples, check for student understanding and provide sufficient
instruction so that the students could learn to work independently and
not have difficulty. In one study, the least-effective teachers only asked
nine questions in a forty-minute period. Compared to the successful
teachers, the less-effective teachers gave much shorter presentations and
explanations and then they would pass out worksheets and tell students
to solve the problems. Under these conditions, the success rate for
their students was lower than the success rate that the more-successful
teachers obtained in their classrooms. The less-successful teachers were
then observed going from student to student and having to explain the
material again.
When students were taught a strategy for summarizing a paragraph,
the teacher taught the strategy using small steps. First, the teacher
modelled and thought aloud as he/she identified the topic of a paragraph.
Then, he/she led practice on identifying the topic of new paragraphs.
Then, he/she taught students to identify the main idea of a paragraph.
The teacher modelled this step and then supervised the students as they
practised both finding the topic and locating the main idea. Following
this, the teacher taught the students to identify the supporting details
in a paragraph. The teacher modelled and thought aloud, and then the
students practised. Finally, the students practised carrying out all three
steps of this strategy. Thus, the strategy of summarizing a paragraph was
divided into smaller steps, and there was modelling and practice
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minutes of a forty-minute period in lecture, demonstration, questioning
and working examples. In contrast, the least-effective teachers only
spent eleven minutes presenting new material. The more-effective
teachers used this extra time to provide additional explanations, give
many examples, check for student understanding and provide sufficient
instruction so that the students could learn to work independently and
not have difficulty. In one study, the least-effective teachers only asked
nine questions in a forty-minute period. Compared to the successful
teachers, the less-effective teachers gave much shorter presentations and
explanations and then they would pass out worksheets and tell students
to solve the problems. Under these conditions, the success rate for
their students was lower than the success rate that the more-successful
teachers obtained in their classrooms. The less-successful teachers were
then observed going from student to student and having to explain the
material again.
When students were taught a strategy for summarizing a paragraph,
the teacher taught the strategy using small steps. First, the teacher
modelled and thought aloud as he/she identified the topic of a paragraph.
Then, he/she led practice on identifying the topic of new paragraphs.
Then, he/she taught students to identify the main idea of a paragraph.
The teacher modelled this step and then supervised the students as they
practised both finding the topic and locating the main idea. Following
this, the teacher taught the students to identify the supporting details
in a paragraph. The teacher modelled and thought aloud, and then the
students practised. Finally, the students practised carrying out all three
steps of this strategy. Thus, the strategy of summarizing a paragraph was
divided into smaller steps, and there was modelling and practice
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