After reading the two articles presented "A Model of Effective Instruction" and "Principles of effective instruction: general standards for teachers and instructional designers", I found these to offer very similar views. Both stressed adapting goals and instructional methods based on the needs of the students and subject matter. To do this you must first assess the prior knowledge of the students and connect it to the new learning. The articles felt that quality instruction was motivating, well paced, and purpose driven. Pacing and feedback were common denominators mentioned in both articles.
"A Model of Effective Instruction" went deeper in stressing the QAIT characteristics: quality, appropriateness, incentive, and time. Teachers must exhibit enthusiasm for subject matter. Cooperative learning opportunities should be incorporated for quality instruction and time split between "allocated" (teacher led) and "engaged" (student work).
It is important for LMS to have the capabilities to deliver quality instruction as they:
* see all students in the building
* have a limited amount of time so must give immediate feedback
* have indicators that are cross-curricular
* teach indicators that directly affect the students in other categories and curriculum, such as research and study skills
* can teach academic honesty indicators
* stress reading and writing which flows across all curriculum
A LMS role in helping other staff members deliver effective instruction includes:
* supporting their curriculum
* collaborating with all staff
* purchasing and providing professional development resources (and training if needed)
* using the common expectations and school-wide rules, goals, behaviors, etc.
* passing on copyright information
I agree that the 2 articles had much in common and you summed that up quite nicely. I am also impressed by your specific bullet lists as responses to the questions - they could be a job description for a LMS!
ReplyDelete