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What do we know about what makes good Instruction?

What do we know about what makes good Instruction?
What do we know about what makes good Instruction?
What do we know about what makes good Instruction?
What do we know about what makes good Instruction?
What do we know about what makes good Instruction?
What do we know about what makes good Instruction?
What do we know about what makes good Instruction?
What do we know about what makes good Instruction?
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What do we know about what makes good instruction?

by Janet Duke

This Professional Development Presentation will trigger discussions about why so many of our students are failing reading, as stated by The National Reading Panel Report (Gewertz, 2010, Shanahan, 2006). Mainly, to come up with possible solutions to this epidemic, that is prevalent in today’s society, through an evaluation of how we teach literacy.

Investigators claim that, when students partake in their own learning, they become excited about knowledge and, as a result, expand their learning accomplishment (Bransford, Brown, & Cocking, 2000; Brooks & Brooks, 2001; Butler & McMunn, 2006; Darling-Hammond & Bransford, 2005; Dewey, 1963; NRP, 2000; Oldfather, 1995; Piaget, 1970; Smith, 2002; Tomlinson & McTighe, 2006; Vygotsky, 1978). From 1998 to 2005, four substantial researches were administered on reading education (Commonwealth of Australia, 2005; National Institute of Child Health and Human Development [NICHHD], 2000; Snow, 2002; Snow, Burns, & Griffin, 1998). This collection of inquiry provides valuable data “that can and should guide practice in the classroom” (McCardle, Chhabra, & Kapinus, 2008, p. 60). Armed with this information school districts and teachers can do self evaluations regarding their teaching practices.


This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivs 3.0 Unported License.
Total Pages
37 pages
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