![]() ![]() This was back when perceptual motor training to establish brain hemisphere dominance to cure LD was in vogue. My youngest brother had been diagnosed with learning disabilities, and with both parents working 80+ hours a week, many of the responsibilities for his treatment fell on my shoulders. University of Kansas Center for Research on LearningĪlthough I didn’t realize it at the time, my interest in learning and teaching began way back in 1965 at age 15. Research Affiliate and SIM Professional Development Specialist Effectiveness of a concept clarifying routine in upper-elementary and middle-school general education classes. The routine improved performance across socioeconomic levels and grades four through six.Įllis, E. In short, these data show that students answered substantially more test questions correctly when the Clarifying Routine was used to teach abstract concepts that when traditional instructional methods were employed. Table 1: Mean percentage of answers correct on tests The performance of students in the middle-socioeconomic-status school increased by an average of 30 points, and the performance of students in the low- socioeconomic-status school increased by an average of 20 points. When the Clarifying Routine was employed to teach abstract concepts, the mean number of questions answered correctly by students attending the high-socioeconomic-status school increased by an average of 14 points over traditional instruction. Markedly similar results were found regardless of socioeconomic status. During each phase, three pre- and post-instruction measures were taken. In all phases, students took a multiple-choice exam over the content of the lessons. When Class B completed Phase 1 instruction, Class C began Phase 1 instruction. ![]() Thus, when Class A completed Phase 1 instruction, Class B began Phase 1 instruction. The study employed a staggered pretest/posttest design where the point in time in which the Clarifying Routine was implemented served as the primary control for the study (see Figure 1). Phase 1 involved traditional instruction Phase 2 featured use of the Clarifying Routine by the teacher. The third group of students (Class C) attended a “looping class” for 4th- and 5th-grade students in an elementary school located in a low socioeconomic (inner-city) metropolitan area.Įach class experienced two instructional phases. The second group of students (Class B) attended a “looping class” for 4th- and 5th-grade students in an elementary school located in a middle socioeconomic area of a small town. The 6th-grade class (Class A) was composed of students attending a middle school located in a high socioeconomic metropolitan area. The study took place in three general education classes, with each class from a different school. ![]() This study examined the effects of using the Clarifying Routine on the learning of 53 students. The Clarifying Routine is used by teachers to teach students about an abstract idea or concept through exploration of its critical features, examples and non-examples associate with it, and its connections to background knowledge. Description Research on the Clarifying Routine
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