Effective re-teaching

Bellert, Anne

doi:10.1080/19404158.2015.1089917

Cited by 11 publications

(14 citation statements)

References 23 publications

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“…This finding was also shown that the structure and sequence of DI is the creative application of empirically verified instructional design principles (Moore, 2006). Although re-teaching is assumed integral to effective teaching, learning, formative assessment, but effective re-teaching is scantly described in pedagogical literature and has been neglected in empirical research (Bellert, 2015). As viable teaching method (Demant & Yates, 2010), aspect of DI instruction in this study was relevance with other finding studies.…”

Section: Resultsmentioning

confidence: 85%

Teaching Quantitative Research Method with Three Methods of Learning

Haviz

Maris

2018

Al-Ta'lim J.

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This study aims to investigated the effect of lecture-discussion (LD), direct instruction (DI)and guide inqury (GI) to students’achievement on quantitative design research. An experimental comparison group post-test only designwas used to prove the hypothesis there is a significant difference of students’achievement on undergraduate biology education class (BEC) and master's economic class (EC)with the using of LD, DI and GI.This study used34 BECs’ student and 26 ECs’ student who take quantitative research courses in the academic year 2016-2017.The students’ achievement was measured by instrument of Research based Learning (RbL). The collected data has been analyzed by using descriptive statistics, and Chi-Square test to determine the comparison in both treatment of classes.The result of this study has shown thatχ2scores of LD(71.276) andχ2scores of DI(203.12)> χ2 table α(0.05;0.01) (15.507;20.090). At the using of GI, the quality for students’ achievement scores on BEC is better than EC (standard vs. approaching standard). In conclusion, there was significant difference of students’achievement onBEC and EC with the using of LD, DI and GI.

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Section: Resultsmentioning

confidence: 85%

Teaching Quantitative Research Method with Three Methods of Learning

Haviz

Maris

2018

Al-Ta'lim J.

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“…Under such circumstance, teachers' intervention supports such as re-teaching, either in the whole class or for the few learners may greatly assist the learners to meet up with the missed lesson. Bellert (2015) noted that re-teaching can be any post-instructional actions or strategies initiated by teachers to support learners who did not learn content, concepts or procedures from "first" teaching and learning activities.…”

Section: Resultsmentioning

confidence: 99%

The Attitude of Grade 12 Learners towards Schoolwork in the Zambezi Region, Namibia

Chata¹,

Kangumu²,

Abah³

2019

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“…Another aspect of culturally responsive teaching is reteaching, presenting content with different strategies and approaches that attend to students' needs. 50 Reteaching material to students (Repeaters) is most successful when it is engaging and interactive (group work), information is in digestible chunks (podcasts), and it includes frequent formative assessment (iClickers) and opportunities for practice. 51,52 Effective reteaching has not been studied as well at the undergraduate level.…”

Section: Discussionmentioning

confidence: 99%

Getting Students Back on Track: Persistent Effects of Flipping Accelerated Organic Chemistry on Student Achievement, Study Strategies, and Perceptions of Instruction

Reimer¹,

He²,

Link³

2020

Preprint

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<b>Converting a first-term, accelerated summer organic chemistry course to a flipped format narrowed the achievement gap between students seeking to get ahead in their course of study and those repeating the course. Exam performance improved in the following course in the sequence (taught in traditional format) for students who had previously failed the first-term course. While most students responded positively to the new course structure, repeating students held a stronger preference for the flipped format. These findings provide guidance on how to create courses that promote equity, access and retention of diverse students in STEM. </b>

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Effective re-teaching

Cited by 11 publications

References 23 publications

Teaching Quantitative Research Method with Three Methods of Learning

Teaching Quantitative Research Method with Three Methods of Learning

The Attitude of Grade 12 Learners towards Schoolwork in the Zambezi Region, Namibia

Getting Students Back on Track: Persistent Effects of Flipping Accelerated Organic Chemistry on Student Achievement, Study Strategies, and Perceptions of Instruction

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