Kathleen A. Larson
ABSTRACT
Successful teachers recognize there is more to teaching than mastering content. Concern for student learning is the central theme. Over time, teachers develop a repertoire of best practices, classroom skills, and methods that have proven effective for them. The teaching patterns presented here were gathered from our collective experience in the classroom and those we have observed among our colleagues. The patterns presented in this paper focus on continuous feedback. Some patterns involve direct feedback from the teacher to the student while others involve feedback from the students to the teacher. Several of the patterns can be adapted for use in classrooms ranging from kindergarten to adult learning and to seminars and workshops in the business and industrial communities.
- The Pedagogical Patterns Project. http://www.pedagogicalpatterns.org/.Google Scholar
- Dana L. G. Anthony. Patterns for classroom education. pages 391--406, 1996.Google Scholar
- Steve Bean. Classroom management to promote learning. http://www.etr.org/recapp/practice/edskills200109.htm, September 2001.Google Scholar
- Joe Bergin. Fourteen Pedagogical Patterns. http://csis.pace.edu/~bergin/PedPat1.3.html, July 2000.Google Scholar
- Joe Bergin, Jutta Eckstein, Mary Lynn Manns, and Helen Sharp. Feedback patterns. http://www.pedagogicalpatterns.org/, July 2002.Google Scholar
- Joseph Bergin. Active learning and feedback patterns: version 4. In PLoP '06: Proceedings of the 2006 conference on Pattern languages of programs, pages 1--6, New York, NY, USA, 2006. ACM. Google ScholarDigital Library
- Paul R. Burden, David M. Byrd, and David M. Byrd. Methods for Effective Teaching: Promoting K-12 Student Understanding. Pearson, fourth edition, July 2006.Google Scholar
- Jutta Eckstein, Joe Bergin, and Helen Sharp. Patterns for Active Learning. In Proceedings of PLoP 2002, 2002.Google Scholar
- Richard D. Kellough and Noreen G. Kellough. Secondary School Teaching: A Guide to Methods and Resources. Pearson, third edition, March 2006.Google Scholar
- Charles N. Seashore, Edith Whitfield Seashore, and Gerald M. Weinberg. What Did You Say? Bingham House Books, Columbia, MD, 1997.Google Scholar
- Harry G Tuttle. Teacher Expectations and Student Achievements (TESA)- Feedback. http://eduwithtechn.wordpress.com/2007/02/25/teacher-expectations-and-student-achievement-tesa-feedback/ February 2007.Google Scholar
- Harry G Tuttle. Teacher Expectations and Student Achievements (TESA)- Giving Student Response Opportunities. http://eduwithtechn.wordpress.com/2007/02/24/teacher-expectations-and-student-achievement-tesa-giving-s February 2007.Google Scholar
Index Terms
- Continuous feedback pedagogical patterns
Recommendations
Mudpoint: Evaluating Instructor Perception on a Continuous and Non-specific Feedback System
Learning and Collaboration Technologies. Designing, Developing and Deploying Learning ExperiencesEnhance Students' Computing Skills via Web-Mediated Self-Regulated Learning with Feedback in Blended Environment
The vocational colleges in Taiwan regard professional certifications as a badge of skills achievement. To enhance student learning in this specific context, the authors conducted a quasi-experiment to explore effects of web-mediated self-regulated ...
Patterns in classroom facilitation for process oriented guided inquiry learning (POGIL)
VikingPLoP '17: Proceedings of the VikingPLoP 2017 Conference on Pattern Languages of ProgramProcess Oriented Guided Inquiry Learning (POGIL) is an evidence-based instructional strategy used across Science, Technology, Engineering, and Mathematics (STEM) disciplines. In POGIL, student teams work on classroom activities specifically designed to ...
Comments