Teaching through demonstration: The effects of structuring, imitation, and age.

Abstract

The effects of three degrees of structuring in a teacher's demonstration upon rule learning were studied with 6-and 8-year-old children. The subjects were evenly divided between males and females. After pretesting on a conceptual sorting task, the children were exposed to a modeling sequence under high, medium, or low degrees of structure. Half of the children were permitted to imitate the model's actions. All were given a transfer test consisting of new items. The results reveal that 6-year-olds were disproportionately handicapped when the demonstration was only partially structured. Imitation failed to influence cluster rule learning. The results are discussed in terms of a social learning conception of teaching.

Teacher behavior and its effects.

“…In general, students taught with a structured curriculum do better than those taught with more individualized or discovery learning approaches, and those who receive much of their instruction directly from the teacher do better than those expected to learn on their own or from one another (Bennett, 1976;Gage, 1978;Good, 1979;Rosenshine, 1976;Wright, 1975;Zimmerman & Jaffe, 1977;Stallings et al, 1978;Stallings & Kaskowitz, Note 2;McDonald et al, Note 3;Inman, Note 13). Teacher talk in the form of lectures and demonstrations is important, as are the time-honored methods of recitation, drill, and practice (Greeno, 1978;McDonald et al, Note 3;Brophy & Evertson, 1976, Note 5;Good and Grouws, Note 6).…”