Learners Need Purposeful and Systematic Instruction

Abstract

The authors explain an instructional framework that gradually releases responsibility from teachers to learners. The article illustrates with an example of real teaching from an arts classroom, and multimedia supplements (http://www.reading.org/General/Publications/Journals/JAAL/SupplementalContent/jaal_JAAL-53-1-Ross_supp-1.aspx) further demonstrate what modeling and gradual release of responsibility look like with teachers and teens. تلخيص البحث: يوفر هذا المخطوط القراء بمعلومات عن التعليم في إطار التنازل التدريجي عن المسؤولية. ويشرح المؤلفون النموذج التعليمي وثمة يضربون مثالاً لتعليم حقيقي من صف فنون. 本文是关于以渐进式责任解除为理论框架的教学方法。本文作者解释这教学方法的模式，及提供一个文科课堂的真实教学示例。 Cet article apporte aux lecteurs des informations sur l'enseignement dans un cadre comportant une responsabilité progressive. Les auteurs présentent leur modèle pédagogique puis apportent un exemple concret d'enseignement dans une classe d'enseignement des arts. Читатели получат информацию о методах обучения, основанных на постепенном перераспределении ответственности между учителем и учащимися – в пользу последних. Авторы объясняют учебную модель и приводят в пример работу учителя‐предметника на уроках художественного творчества и истории искусств. Este manuscrito presenta a los lectores con información sobre la enseñanza basada en el marco de liberación gradual de responsabilidad. Los autores explican el modelo de instrucción y proveen un ejemplo real en una clase de arte.

Developing Language Skills in Science Classrooms

“…It is critical that learners receive purposeful and systematic instruction that addresses both science content and language development (Ross and Frey 2009). First, it must provide students with opportunities to listen, speak, read, and write.…”

BHA and Drill String Fundamentals: Technology Training for Beginners

“…Staples (2007) mentions the reform efforts underway in 1989, 1991, and 2000 by the National Council of Teachers of Mathematics in the United States to support the creation of more collaborative environments where students have the opportunity to reason with their peers in order to increase student success in the subject. Ross and Frey (2009) note the importance of collaboration. They call it a Productive Work Group because it forces the students to use "academic and social language as they consolidate their understanding" (p. 77).…”

“…By solving little pieces of the design in chunks, and then applying all of the pieces to the comprehensive drill string design exercise at the end of the chapter, students were able to directly apply knowledge learned to a practical application. The process of working through a workbook in this manner utilized Ross and Frey's (2009) Productive Group Work. The instructor was also available to guide students if any of them had difficulties, which is also an important part of Ross and Frey's (2009) explanation of guided instruction.…”

“…The process of working through a workbook in this manner utilized Ross and Frey's (2009) Productive Group Work. The instructor was also available to guide students if any of them had difficulties, which is also an important part of Ross and Frey's (2009) explanation of guided instruction.…”

Pre-Service Teachers’ Perceptions about the Effectiveness of the TOON Comic Books in Their Guided Reading Instruction

“…Despite an extensive body of literature regarding guiding reading (Deegan, 2010;Denton, Fletcher, Taylor, Barth, & Vaugh, 2014;Suits, 2003) and an increased interest in comic books and graphic novels to teach literacy (Cirigliano, 2012;Lindquist, 2014;McTaggart, 2005;Rapp, 2011;Seglem & Witte, 2009), empirical research on these two topics paired together (Ross & Frey, 2009), especially from the perspective of teachers, is limited.…”