Title: Teacher Effectiveness - an overview | ScienceDirect Topics
Headings: Teacher Effectiveness
Teacher Effectiveness
Teacher Behaviours and Student Outcomes
Conclusion
Effective Classroom Instruction
4 Using Effective Teaching Strategies
Educational Research for Educational Practice
3.2 Research on Teaching and the Acquisition of Teacher Expertise
Teaching Effectiveness
1 Introduction
Packing for the journey: administrative and institutional support
External funding
Academic Performance, Effects of Socio-Economic Status on
Teachers
Understanding Approaches to Evaluation
Introduction
The International System for Teacher Observation and Feedback: A Theoretical Framework for Developing International Instruments
Technique 1: Merging Inductive and Deductive Procedures
Teacher Education for Teaching the Gifted
Standard 10: Collaboration
Teacher labor markets: An overview
Looking forward

Content: Guided practice activities are conducted under teacher supervision until it is certain that students are able to proceed independently. Students undertake independent practice activities when the students have demonstrated acquisition of skills or concepts being taught and need independent practice to further reinforce learning. With both guided and independent practice, instructional tasks and materials must be directly relevant to instructional objectives. Overall, a model of effective instruction for an individual lesson includes daily review, statement of objective, teacher presentation, guided practice, independent practice, and evaluation of learning objectives. Weekly and monthly review activities are also related to long-term learning and retention of important concepts. View chapter Purchase book
Read full chapter
URL: https://www.sciencedirect.com/science/article/pii/B0126574103007716
Educational Research for Educational Practice
F.E. Weinert, E. De Corte, in International Encyclopedia of the Social & Behavioral Sciences, 2001
3.2 Research on Teaching and the Acquisition of Teacher Expertise
A large part of educational research is directed toward investigating educational productivity, teacher effectiveness, and the relation between instructional quality and learning outcomes. Although the empirical findings are very impressive, they are also quite diverse and are not stable across different studies. In a synthesis of the effects of instructional variables on learning, the following rank ordering of noncontent-related factors was found (with decreasing effect strength): reinforcement, accelerated learning programs, cues and feedback, cooperation programs, personalized instruction, adaptive instruction, tutoring, higher-order questions.