In an effort to improve teaching and learning, TKG's instructional coaches target the following components of an effective classroom, as identified by the most prevalent research
on effective pedagogical practices: instructional planning and procedures, instructional delivery, instructional environment, assessment, and instructional materials.
Not exact matches
This chapter highlights recent research that clearly demonstrates the positive role
effective technology integration can have
on student achievement, as well as multiple
pedagogical models for integrating digital tools in our instructional
practices.
Educators should select appropriate instructional activities and materials, including technology, based
on factors such as curriculum standards, students» needs, preferences, prior knowledge, and skill levels, and
effective pedagogical practices and contextual factors such as time and available resources (Harris & Hofer, 2009; Kennedy & Deshler, 2010; King - Sears & Emenova, 2007).
While advantages exist to the
effective integration of technology into ELA, McGrail (2005, 2006) said that, as of her writing, little research had been done specifically
on how technology usage relates to ELA teachers»
pedagogical practice or actual use of technology in the classroom.
The Report's central conclusion is that, although traditional legal pedagogy is very
effective in certain aspects, it overemphasizes legal theory and underemphasizes practical skills and professional development.5 By focusing
on theory in the abstract setting of the classroom, the Report argues, traditional legal education undermines the ethical foundations of law students and fails to prepare them adequately for actual
practice.6 Traditional legal education is
effective in teaching students to «think like lawyers,» but needs significant improvement in teaching them to function as ethical and responsible professionals after law school.7 As I will discuss in greater detail below, in general, the Report recommends «contextualizing» and «humanizing» legal education by integrating clinical and professional responsibility courses into the traditional core curriculum.8 In this way, students will learn to think like lawyers in the concrete setting of actual cases and clients.9 The Report refers to
pedagogical theories developed in other educational settings and argues that these theories show that teaching legal theory in the context of
practice will not only better prepare students to be lawyers, it will also foster development of a greater and more deeply felt sense of ethical and professional identity.10
(1) There is no evidence that the «Socratic Method» is a particularly
effective pedagogical method; (2) Unlike other disciplines, the vast majority of law professors have no experience teaching, nor any education
on how to effectively teach, prior to becoming law professors; (3) Using final essay exams for 100 % of a students mark, then distributing the grades
on a curve, is, to be charitable, not the best way of accurately assessing and representing to future employers students» grasp of the subject matter; (4)» Teaching students to think like a lawyer», to the extent anyone even knows what that is supposed to mean, is made difficult by the fact that most tenured law professors have little if any real experience in the
practice of law themselves.
The
pedagogical principles, classroom
practices and teaching strategies presented are informed by child development theory, developmentally appropriate
practice and the research
on effective, appropriate and intentional use of technology in early childhood settings.