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The Big Four Framework refers to a detailed structure meant to ensure instructional quality. According the University of Kansas Center for Research on Learning (2009) the structure encompasses four practices that are easy for instructors to execute and are at the same time most effective in terms of teaching and learning. The four practices “are classroom management, content planning, instruction, and assessment for learning” (The University of Kansas Center for Research on Learning, 2009).
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1. Classroom management
A well managed class is that in which the instructor clearly describes outlooks for all activities and encourages students to act in accordance with the expectations (The University of Kansas Center for Research on Learning, 2009). For classroom management to flourish, the University of Kansas Center for Research on Learning (2009) advises that the teacer should strive ensure that about 90 percent of the class engagement. The teacher should also ensure that the number of times they praise learners should be higher than the number of times they reprimand them. Lastly, the instructor should give the learners ample opportunities to respond.
2. Content planning
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To ensure that students reap maximum benefits from the learning process, the curriculum should be developed in line with dissemination of essential knowledge, apprehension, and applications. It should also apply learning maps that illustrate the progression of learning.
According the University of Kansas Center for Research on Learning (2009), quality instruction can be organized into two key categories: mechanical and metaphhorical learning. Mechanical learning refers to the instruction where meaning is clear and not assumed. In this approach, the learning outcomes are clear and unmistakable. On the other hand, metaphorical learning refers to the instruction that functions indirectly. Here, the outcomes are not clear, and the students are required to figure out what they are learning on their own.
4. Assessment for learning
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This stage is concerned with evaluation of the learning process. To carry out effective assessment, the instructor should come up with questions on what is supposed to be learnt. He or she then should state what the learners are required to know. After that, the teacher should come up with unofficial assessments that will then be integrated to guide class instruction. Lastly, the assessment procedure itself should be evaluate to determine if it meets requirements and adjusted where appropriate.
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