Learning and Instruction Part 2 - Assignment Example

asks; (c) knowledge about strategies and tactics for acquiring, integrating, applying, and thinking about new learning; (d) prior content knowledge; and (e) knowledge of both present and future contexts in which the knowledge could be useful. Hence, my style of teaching would be constructivist with these learners as opposed to direct with novice learners. As McKeachie would have liked to put it, Strategic teaching and Strategic learning are like “flip sides” of a coin. Hence, the idea of strategic teaching must be closely aligned with that of strategic learning and the process is a two-way street where the instructor must orient his or her teaching strategies based on the level of education and prior knowledge of the student.

Most interventions designed to increase either the effectiveness or efficiency of training focus on instructional materials, methods, and teaching strategies. A critical component that is often ignored in most of these approaches is the degree to which the individual is ready and able to interact with the instruction in ways that will result in meaningful and enduring learning. Q2) TEACHING LARGE CLASSES: Although people teaching large classes often try to avoid multiple-choice/ true-false tests, it has been found that such efforts seem to be appreciated by almost no one.

Although researchers may criticize the limitations of anything other than essay tests, they usually are willing to accept an alternative if more than fifty students are involved. When teaching large classes, it has been found to be useful to make sure that the lectures contain enough material not covered in the supporting text to make it worthwhile for students to attend lectures. QUESTIONING: In his research McKeachie found that effective methods of questioning were usually those that succeeded specific instructions from the teacher.

For instance, the line, “please state your explanation as to how you arrived at your particular answer” provided students and