Description
This book examines the importance of organized instruction, the classroom environment, and various theories of how learning is accomplished. The research sets forth a rationale for organizing the structure of classroom instruction and discusses how that is linked to learning strategies and tactics, as well as how it facilitates solving instructional/learning problems that may arise in the elementary classroom. Task analysis, as a model for organizing lessons, is results-oriented to the degree it obliges the instruction to concentrate on learning activities that are designed to facilitate acquiring skills and reaching learning objectives. Task analysis is useful in lesson planning because it forces the instructor to examine each objective. The focus on skills goes to the issue of learning strategy and tactics. The six components of learning strategy are meta-cognition, analysis, planning, implementation of the plan, monitoring of progress, and modification. An important way in which students are called upon to demonstrate their learning skills is by solving problems. There is a five-step general problem-solving model outlined in the book.
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