Branch history guided instruction prefetching

2002 ◽  
Author(s):  
V. Srinivasan ◽  
E.S. Davidson ◽  
G.S. Tyson ◽  
M.J. Charney ◽  
T.R. Puzak
Keyword(s):  
Instruction Prefetching ◽  
Guided Instruction

scholarly journals Execution History Guided Instruction Prefetching

2004 ◽  
Vol 27 (2) ◽  
pp. 129-147
Author(s):  
Yi Zhang ◽  
Steve Haga ◽  
Rajeev Barua
Keyword(s):  
Instruction Prefetching ◽  
Guided Instruction

Does a repeated guided-instruction approach with multiple assessments increase student learning of science?

2013 ◽  
Vol 47 (2) ◽  
pp. 111-116
Author(s):  
Robert Smith ◽  
Bela Peethambaran ◽  
Laura Pontiggia ◽  
Phyllis Blumberg
Keyword(s):  
Student Learning ◽  
Guided Instruction ◽  
Instruction Approach

Ripple: Profile-Guided Instruction Cache Replacement for Data Center Applications

2021 ◽  
Author(s):  
Tanvir Ahmed Khan ◽  
Dexin Zhang ◽  
Akshitha Sriraman ◽  
Joseph Devietti ◽  
Gilles Pokam ◽  
...  
Keyword(s):  
Data Center ◽  
Cache Replacement ◽  
Instruction Cache ◽  
Guided Instruction

Collaborating Across the Pond: Cognitively Guided Instruction Project

2019 ◽  
pp. 401-405
Author(s):  
Lio Moscardini
Keyword(s):  
Teaching And Learning ◽  
Developmental Stages ◽  
The United States ◽  
Initial Study ◽  
Cognitively Guided Instruction ◽  
Diverse Group ◽  
Pedagogical Content ◽  
Class Level ◽  
Scottish Government ◽  
Guided Instruction

This paper describes a primary-school (ages 5-11) project implemented in Scotland, based on the United States research from Cognitively Guided Instruction (CGI), and as envisioned by Dr. Lio Moscardini. Three schools, two public and one private, participated in this two-year long initial study that focused on helping teachers to understand the developmental stages pupils naturally progress through in order to understand the mathematics for their class level as defined by the Scottish government. This project provides evidence that a rise in attainment can occur by focusing on teachers’ knowledge, pedagogy, and pedagogical content knowledge in relation to mathematics rather than by focusing on attainment itself. Additionally, this project addresses the teaching and learning of a diverse group of students, i.e. inclusion, low socio-economics.

Rebasing Instruction Prefetching: An Industry Perspective

2020 ◽  
Vol 19 (2) ◽  
pp. 147-150
Author(s):  
Yasuo Ishii ◽  
Jaekyu Lee ◽  
Krishnendra Nathella ◽  
Dam Sunwoo
Keyword(s):  
Instruction Prefetching

The Use of Videoconferencing and Unprescribed Conversation for Listening Comprehension in L2 Spanish

2020 ◽  
Vol 10 (3) ◽  
pp. 1-15
Author(s):  
Laurie Massery ◽  
Claudio Fuentes
Keyword(s):  
Second Language Acquisition ◽  
Listening Comprehension ◽  
Native Speakers ◽  
Native Speaker ◽  
National Standards ◽  
Target Language ◽  
Treatment Groups ◽  
System Data ◽  
L2 Listening ◽  
Guided Instruction

The following research investigates the effect that unprescribed1 conversation with native speakers of the target language had on learners' L2 listening comprehension skills at the beginning (n=21) and advanced intermediate levels of Spanish (n=27). Treatment groups completed two-thirty-minute conversations with native speakers via videoconferencing throughout the semester, while the control groups carried out unilateral oral exams using the Canvas course management system. Data was collected using the Avant Stamp Test, an online testing program that is based on the national standards outlined by the American Council on the Teaching of Foreign Language (i.e., ACTFL). The results of the study revealed that learners at the Intermediate I (InterI) level significantly improved as a result of the oral interactions, while the Intermediate II learners (InterII)—who possessed more developed grammatical and lexical skills, as well as overall experience in L2 than their Intermediate I level counterparts—did not significantly improve as a result of the treatment. Although many of the studies in this area of inquiry emphasize the need for guided instruction, explicit strategy and lexical recognition in aural development, it is argued here that unprescribed conversation with native speakers—a much less contrived and more authentic approach to aural acquisition—can also significantly improve listening ability in L2. Therefore, with the present study, the authors contribute to current literature in Second Language Acquisition that centers on aural development and the role of native speaker interaction in learners' auditory growth.

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