Principles and practical grouping for the use of drill and practice programs

Jackson, Anita; Kutnick, Peter; Kington, Alison

doi:10.1046/j.0266-4909.2001.00166.x

Cited by 4 publications

(6 citation statements)

References 25 publications

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“…The students worked with the drills independently, based on the advice of Jackson et al . (2001) to use individual work with drills.…”

Section: Methodsmentioning

confidence: 99%

“…All the students worked with the same units. The students worked with the drills independently, based on the advice of Jackson et al (2001) to use individual work with drills. Individual work also ensures that the learning results depend only on the students and particular drills, rather than on cooperation with other students or the help of teachers.…”

Section: Methodsmentioning

confidence: 99%

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Characteristics of drills related to development of skills

Luik

2007

Computer Assisted Learning

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It is important for the teacher to choose effective software for students. It is also important for designers to know what features of educational software make it effective. But the results of studies dealing with the effectiveness of educational software are contradictory. One reason for such results might be the fact that meta-analysis covers different kinds of educational software, simulations and drills for example, but it is hard to compare them. Another reason might be that the conditions (instruments, subjects, etc.) of the various studies were different. A third possibility might be that a particular type of educational software could consist of both good and bad characteristics. Therefore, research is needed on the characteristics of educational software. This type of study focuses on a particular kind of educational software, and this article is about the findings of one such study, exploring the characteristics and the effectiveness of drills in Estonian elementary schools. Sixteen characteristics of drills that had statistically significant correlation with student learning, and the influence of these characteristics are discussed as the results of this study. The results indicated that characteristics related to feedback, presentation of information and questions are the most critical evaluating quality of drills and in designing such educational software.

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“…The students worked with the drills independently, based on the advice of Jackson et al . (2001) to use individual work with drills.…”

Section: Methodsmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

Characteristics of drills related to development of skills

Luik

2007

Computer Assisted Learning

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“…Depending on task, these partners can either promote or inhibit learning -as identified in the following: (1) Whereas dyads are often used for cognitive enhancement, if assigned a practice task dyads can force partners 'off-task' (Jackson et al, 2001). Dyads in this study were predominantly assigned practice tasks.…”

Section: Discussionmentioning

confidence: 99%

“…• Only a very small proportion of practice tasks took place at the individual level (less than 9%); although practice requires individual pupils to repeatedly exercise a skill. The preponderance of practice tasks took place in dyads or large groupings, a situation where surrounding pupils may encourage children off-task through non-social talk or other disturbances (as found in primary schools by Jackson, Kutnick & Kington, 2001). …”

Section: Descriptive Background Of Classroom Groupings and Lesson Phasementioning

confidence: 99%

Grouping of Pupils in Secondary School Classrooms: Possible Links between Pedagogy and Learning

2005

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Pupil groupings within classrooms are a constant social pedagogic factor which effect participation and learning. The grouping of pupils provides a dynamic relationship between learning tasks and the classroom context within which learning takes place. This paper explores types of pupil groupings found in secondary school classrooms related to themes of group size and composition, learning task, group interaction and teacher presence. The paper questions how classroom groupings may be related to the circumstances that promote or inhibit school learning. Previous studies concerning classroom grouping in secondary schools have been dominated by ability or attainment level of the child. The approach and review presented in this study advances a new and more extensive understanding of social pedagogic activity within classrooms. Empirically, a novel classroom "mapping" method with follow-up questions for teachers was used to identify within-class grouping characteristics of children aged 12 and 15 years (in school Years 7 and 10), across curriculum subjects (English, mathematics, science and humanities) in secondary schools. Maps were drawn for 250 classrooms and explained by teachers from 47 schools in England. Results identified that a variety of groupings were found in most classes. Use of particular groupings related to phase of lesson and, to some extent, curriculum. The results showed: little pedagogic association with learning task or interaction; teacher presence associated with control of knowledge; and group composition dominated by stereotypical adolescent friendships. Discussion considers the social pedagogic potential of grouping (with regard to relational capital), control of knowledge and social structure of the classroom attributed to the teacher, and patterns of grouping that may be associated with polarisation in the classroom.

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“…There are good reasons for each classroom strategy. Friends often collaborate enthusiastically, but there is concern they may be disruptive or digress from the task at hand (Jackson, Kutnick, & Kington, 2001; Zajac & Hartup, 1997). It is not clear from previous research if liking promotes learning in collaborative education.…”

mentioning

confidence: 99%

Dyadic instruction for middle school students: Liking promotes learning

Hartl

DeLay

Laursen

et al. 2015

Learning and Individual Differences

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This study examines whether friendship facilitates or hinders learning in a dyadic instructional setting. Working in 80 same-sex pairs, 160 (60 girls, 100 boys) middle school students (M = 12.13 years old) were taught a new computer programming language and programmed a game. Students spent 14 to 30 (M = 22.7) hours in a programming class. At the beginning and the end of the project, each participant separately completed (a) computer programming knowledge assessments and (b) questionnaires rating their affinity for their partner. Results support the proposition that liking promotes learning: Greater partner affinity predicted greater subsequent increases in computer programming knowledge for both partners. One partner’s initial programming knowledge also positively predicted the other partner’s subsequent partner affinity.

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Principles and practical grouping for the use of drill and practice programs

Cited by 4 publications

References 25 publications

Characteristics of drills related to development of skills

Characteristics of drills related to development of skills

Grouping of Pupils in Secondary School Classrooms: Possible Links between Pedagogy and Learning

Dyadic instruction for middle school students: Liking promotes learning

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