Review of Instructional Theories in Action: Lessons Illustrating Selected Theories and Models.

1988 ◽  
Vol 33 (7) ◽  
pp. 634-634
Author(s):  
Richard E. Snow
Keyword(s):  
Instructional Theories

Instructional theories.

2004 ◽  
pp. 311-313
Author(s):  
Herbert J. Walberg ◽  
Gretchen Arian
Keyword(s):  
Instructional Theories

Instructional theories. maximizing their strengths for application

1984 ◽  
Vol 23 (6) ◽  
pp. 1-4 ◽  
Author(s):  
Barbara L. Martin ◽  
Marcy P. Driscoll
Keyword(s):  
Instructional Theories

Strategy-centred modelling for better understanding of learning/instructional theories

2010 ◽  
Vol 1 (3/4) ◽  
pp. 187 ◽  
Author(s):  
Yusuke Hayashi ◽  
Jacqueline Bourdeau ◽  
Riichiro Mizoguchi
Keyword(s):  
Instructional Theories

Competency Equilibrium and Instructional Scenarios' Quality

2010 ◽  
pp. 245-262
Author(s):  
Julien Contamines ◽  
Gilbert Paquette
Keyword(s):  
Cognitive Skill ◽  
Learning Objects ◽  
Modeling Language ◽  
Learning Design ◽  
Scenario Quality ◽  
Instructional Theories

This chapter focuses on the quality of instructional scenarios. An instructional scenario is a particular kind of aggregated resources composed of learning objects (LO) or resources, actors and activities according to an Educational Modeling Language (EML) such as the IMS Learning Design or the TELOS Scenarios Language (TSL) both presented in Chapter 8. Among the factors which permit the production of “good” scenarios, one of the most important is the use of Instructional Engineering methods. The case of the MISA method was presented in Chapter 8. Another alternative was presented in Chapter 9 where the elaboration of the scenarios is based on the use of patterns directly in link with the type of cognitive skill aimed by the scenario. Another working example to improve scenario quality was conducted by Psyche, Bourdeau, Nkambou & Mizoguchi (2005) where learning and instructional theories guide the use of IMS Learning Design educational modeling language. In the present chapter, another alternative for quality scenarios is developed: scenario validation driven by the competencies which are associated with the scenario and its components.

Overcoming the Walls Surrounding Word Problems

2005 ◽  
Vol 11 (5) ◽  
pp. 256-262
Author(s):  
Gregorio A. Ponce ◽  
Leslie Garrison
Keyword(s):  
Oral Language ◽  
Word Problems ◽  
Cognitively Guided Instruction ◽  
Classroom Activity ◽  
Teachers And Students ◽  
And Mathematics ◽  
Guided Instruction ◽  
Instructional Theories

The integration of two powerful instructional theories (Daily Oral Language and Cognitively Guided Instruction) into one classroom activity that is helping break the barriers teachers and students face when working with word problems. Teachers will gain informative techniques to integrate these strategies to include reading, writing, and mathematics in the classroom.

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