The IDA Knowledge and
Practice Standards fill a crucial need by comprehensively addressing the nature of
effective teaching of reading, optimal educational settings, and qualifications of educators who design and deliver reading instruction,
particularly for students with dyslexia and other struggling students.
«As NCTAF seeks to raise visibility on what teachers need in this new era of standards and accountability, Dr. Lowery's experiences with best
practices to encourage
effective teaching for all students will prove to be
particularly helpful.»
As will be discussed later, many states and districts use teacher evaluation systems,
particularly teacher observation, to try to determine which instructional moves lead to increased student learning, but research has yet to definitively identify a consistent and robust catalogue of specific
practices that constitute
effective teaching.
(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 the
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 the
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.