top of page
10 ESTRATEGIAS BASADAS EN LA EVIDENCIA QUE TODO MAESTRO DEBERÍA CONOCER 

Barak Rosenshine es profesor emérito de psicología educativa en el Colegio de Educación de la Universidad de Illinois en Urbana-Champaign. Distinguido investigador, ha pasado gran parte de las últimas cuatro décadas identificando las características de una enseñanza eficaz. Comenzó su carrera como profesor de historia de la escuela secundaria en las escuelas públicas de Chicago. Estas son diez estrategias basadas en la evidencia mediante las cuales hacer una instrucción directa en el aula sumamente eficaz.

Repasar 

Pequeños pasos

Hacer preguntas

Modelaje

Práctica con guía

Comprobar la comprensión

Aprendizaje maestro

Andamiaje

Práctica independiente y trabajo cooperativo

Evaluación constante

NUEVO!!

señalar.gif

BIBLIOGRAFIA:

 

Anderson, L.W.; Burns, R.B. (1987). Values, evidence, and mastery learning. Review of educational research, 57(2), 215–224,

 

Summer. Berkowitz, S.J. (1986). Effects of instruction in text organization on sixthgrade students’ memory for expository reading. Reading research quarterly, 21(2), 161–178.

 

Brophy, J.E.; Good, T.L. (1986). Teacher behavior and student achievement. In: Wittrock, M.C. (Ed.). Handbook of research on teaching, 3rd ed., pp. 328–375. New York, NY: Macmillan.

 

Brophy, J.; Good, T. (1990). Educational psychology: a realistic approach. New York, NY: Longman.

 

Dunkin, M.J. (1978). Student characteristics, classroom processes, and student achievement. Journal of educational psychology, 70(6), 998– 1009.

 

Evertson, C.E. et al. (1980). Relationship between classroom behaviors and student outcomes in junior high mathematics and English classes. American educational research journal, 17, 43–60.

 

Fisher, D.; Frey, A. (2007). Checking for understanding: formative assessment techniques for your classroom. Arlington, VA: Association for Supervision and Curriculum Development.

 

Frederiksen, N. (1984). Implications of cognitive theory for instruction in problem-solving. Review of educational research, 54(3), 363–407.

 

Gage, N.L. (1978). The scientific basis of the art of teaching. New York, NY: Teachers College Press.

 

Good, T.L.; Grouws, D.A. (1979). The Missouri mathematics effectiveness project. Journal of educational psychology, 71, 143–155.

 

Good, T.L.; Grouws, D.A. (1977). Teaching effects: a process-product study in fourth grade mathematics classrooms. Journal of teacher education, 28, 40–54.

 

King, A. (1994). Guiding knowledge construction in the classroom: effects of teaching children how to question and how to explain. American educational research journal, 30, 338–368.

 

Kirschner, P.A.; Sweller, J.; Clark, R.E. (2006). Why minimal guidance during instruction does not work: an analysis of the failure of constructivist, discovery, problem-based, experiential, and inquirybased teaching. Educational psychologist, 41, 75–86.

 

Kulik, J.A.; Kulik, C.C. (1979). College teaching. In: Peterson, P.L.; Walberg, H.J. (Eds.). Research on teaching: concepts, findings, and implications. Berkeley, CA: McCutchan.

 

Laberge, D.; Samuels, S.J. (1974). Toward a theory of automatic information processing in reading. Cognitive psychology, 6, 293–323. 

 

Miller, G.A. (1956). The magical number seven, plus or minus two: some limits on our capacity for processing information. Psychological review, 1956, 63, 81–97.

 

Pressley, M. et al. (1995). Cognitive strategy instruction, 2nd ed. Cambridge, MA: Brookline Books. Rosenshine, B. (2009). The empirical support for direct instruction. In: Tobias, S.; Duffy, T.M. (Eds.). Constructivist instruction: success or failure?, ch. 11. New York, NY: Routledge.

 

Rosenshine, B.; Meister, C. (1992). The use of scaffolds for teaching higherlevel cognitive strategies. Educational leadership, April, 26–33.

 

Rosenshine, B.; Stevens, R. (1986). Teaching functions. In: Witrock, M.C. (Ed.). Handbook of research on teaching, 3rd ed., pp. 376–391. New York, NY: Macmillan.

 

Rosenshine, B.; Chapman, S.; Meister, C. (1996). Teaching students to generate questions: a review of the intervention studies. Review of educational research, 66, 181–221.

 

Schoenfeld, A.H. (1985). Mathematical problem solving. New York, NY: Academic Press.

 

Slavin, R.E. (1996). Education for all. Exton, PA: Swets & Zeitlinger.

 

Stallings, J.A.; Kaskowitz, D. (1974). Follow through classroom observation. Menlo Park, CA: SRI International.

 

Sweller, J. (1994). Cognitive load theory, learning difficulty and instructional design. Learning and instruction, 4, 295–312.

INFORME ORIGINAL EN INGLÉS: http://www.ibe.unesco.org/fileadmin/user_upload/Publications/Educational_Practices/EdPractices_21.pdf

1.PNG
bottom of page