Synthesis of on explicit teaching (B. V. ROSENSHINE)
Six teaching functions
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| PSYCHOLOGY OF EDUCATION Synthesis of on explicit teaching (B. V. ROSENSHINE) Six teaching functions |
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| 4. Provide feedback and crrectives. During guided practice, checking for understanding, or any recitation or demonstration, how should a teacher respond to a student's answer? If a student is correct and confident the teacher can simply ask another question or give a short statement of praise (e.g., "verygood") while maintaining the momentum of the practice. However, if the student is correct but hesitant, it is important to tell the student that the answer is corrct. In such cases, it is also useful to give "process feedback". Process feedback, a term developed by Good and Grouws (1979), refers to the teacher saying, "Yes, that's right, because ..." and then proceeding to re-explain the process one goes through to get the correct answer. Such reteaching or process feedback gives learners the additional explanation that is sometimes needed when they are still unsure. | ||||||||||||
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