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Whole Class Work - Research Summary: Difference between revisions
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'''Summary of research''' | '''Summary of research''' | ||
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<section begin=RangeOfApproaches/> | <section begin=RangeOfApproaches/> | ||
It has been recognised by contributors such as Olson and Torrance (1998) and others that, to be effective, teachers need to deploy a range of different pedagogic approaches and teaching strategies to meet the needs of the subject, to address the type of objective and to match the maturity of the pupils. Researchers such as Joyce et al. (2002) argue that there is a range of pedagogic approaches that not only are | It has been recognised by contributors such as Olson and Torrance (1998) and others that, to be effective, teachers need to deploy a range of different pedagogic approaches and teaching strategies to meet the needs of the subject, to address the type of objective and to match the maturity of the pupils. Researchers such as Joyce et al. (2002) argue that there is a range of pedagogic approaches that not only are âtools for teachingâ but also provide âmodels for learningâ. They separate the pedagogic approaches into different families, depending on the type of objective for a lesson or part of a lesson. The information-processing family, designed to meet objectives about acquiring knowledge and understanding, includes approaches such as inductive thinking, concept attainment, scientific enquiry and cognitive growth. The social family, designed to meet objectives about exploring perspectives on a problem and exploring solutions to complex issues, contains role-play, group investigation and social enquiry as approaches. A third family is focused on changing behaviours and includes direct teaching, mastery learning, social learning and simulation. These can help to meet objectives about acquiring new skills, learning procedures, applying ideas and developing knowledge. | ||
These families of pedagogic approaches all have one thing in common: they are all highly structured with distinct stages, or episodes. Research suggests that, when a teacher designs a lesson, each episode in the sequence needs to be planned in advance, even down to the questions the teacher will ask at each point. | These families of pedagogic approaches all have one thing in common: they are all highly structured with distinct stages, or episodes. Research suggests that, when a teacher designs a lesson, each episode in the sequence needs to be planned in advance, even down to the questions the teacher will ask at each point. | ||
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Much British research has studied the overall organisation of the classroom. | Much British research has studied the overall organisation of the classroom. | ||
* The notable ORACLE study (Galton and Croll 1980; Galton and Simon 1980. Croll, P. (1996) | * The notable ORACLE study (Galton and Croll 1980; Galton and Simon 1980. Croll, P. (1996) âTeacherâpupil interaction in the classroomâ. In P. Croll and N. Hastings (eds) ''Effective primary teaching''. David Fulton. ISBN: 1853463949. | ||
* Galton, M. and Croll, P. (1980) | * Galton, M. and Croll, P. (1980) âPupil progress in basic skillsâ. In M. Galton and B. Simon (eds) ''Progress and performance in the primary classroom''. Routledge & Kegan Paul. ISBN: 0710006691. | ||
* Galton, M. and Simon, B. (1980) ''Progress and performance in the primary classroom''. Routledge & Kegan Paul. ISBN: 0710006691. | * Galton, M. and Simon, B. (1980) ''Progress and performance in the primary classroom''. Routledge & Kegan Paul. ISBN: 0710006691. | ||
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* Olson, D. R. and Torrance, N. (eds) (1998) ''The handbook of education and human development''. Blackwell. ISBN: 0631211861. | * Olson, D. R. and Torrance, N. (eds) (1998) ''The handbook of education and human development''. Blackwell. ISBN: 0631211861. | ||
* Rosenshine, B. (1979) | * Rosenshine, B. (1979) âContent, time and direct instructionâ. In P. L. Peterson and H. J. Walberg (eds) ''Research on teaching â concepts, findings and implication''. McCutchan Publishing Corporation. ISBN: 0821115189. | ||
* Rosenshine, B. and Stevens, R. (1986) | * Rosenshine, B. and Stevens, R. (1986) âTeaching functionsâ. In M. C. Wittrock (ed) ''Handbook of research on teaching''. Merrill/Prentice Hall. ISBN: 0029803183. | ||
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{{DfES Ped Pack}} | {{DfES Ped Pack}} | ||
