Videoconferencing Out on a Lim

This post is part of a series on integrating the McREL research on classroom instruction that works with videoconferencing. Cues, Questions, and Advance Organizers: Generalizations Cues, questions, and advance organizers should focus on what is important rather than what is unusual. “Higher-level” questions and advance organizers produce deeper learning than “lower-level” questions and advance organizers. [...]

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This post is part of a series on integrating the McREL research on classroom instruction that works with videoconferencing. Providing Recognition: Generalizations Rewards do not necessarily have a negative effect on intrinsic motivation. Reward is most effective when it is contingent on the attainment of some standard of performance. Abstract symbolic recognition (e.g., praise) is [...]

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This post is part of a series on integrating the McREL research on classroom instruction that works with videoconferencing. Providing Feedback: Generalizations Feedback should be corrective in nature. Feedback should be timely. Feedback should be specific to a criterion. Students can effectively provide some of their own feedback. Recommendations Use these to improve your practice. [...]

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This post is part of a series on integrating the McREL research on classroom instruction that works with videoconferencing. Setting Objectives: Generalizations Setting instructional goals narrows what students focus on. Teachers should encourage students to personalize the learning goals the teacher has identified for them. Instructional goals should not be too specific. Recommendations Use these [...]

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