Research has shown that teacher-directed instructional practices, such as explicit instruction and direct feedback, can improve math achievement in students.
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Research has shown that teacher-directed instructional practices, such as explicit instruction and direct feedback, can improve math achievement in students. According to a meta-analysis conducted by the Centre for Education Statistics and Evaluation, “a large majority of studies reviewed suggest that structured and teacher-led instruction, with feedback on errors, is effective in improving math achievement.”
One well-known resource that supports this idea is the National Mathematics Advisory Panel (NMAP) in the United States, which concluded that “instructional practices that are supported by empirical research are critical to improving student learning.” In addition, a quote from influential American educator, Robert Marzano, reinforces this concept: “The most important feature of effective instruction is that it is intentional.”
Here are some interesting facts about teacher-directed instructional practices and math achievement:
- Teacher-directed instruction involves teachers taking an active role in the learning process by providing clear guidance, feedback, and assessment to students.
- Research has shown that teacher-directed instruction is particularly effective for struggling students, as it provides them with the support and scaffolding they need to succeed.
- Direct feedback from teachers has been shown to be a powerful tool for improving student learning and closing achievement gaps.
- Explicit instruction refers to the use of clear, direct instruction techniques such as modeling, questioning, and guiding, which have been shown to be effective in promoting student understanding and retention of mathematical concepts.
- The use of teacher-directed instructional practices is not limited to math, but can also be used effectively in other subjects such as science and reading.
To summarize, teacher-directed instructional practices have been shown to be effective in improving math achievement in students. By providing clear guidance, feedback, and support, teachers can help their students succeed in mathematics and other subjects. As Robert Marzano notes, intentional instruction is key to student learning, and teacher-directed instruction can provide the necessary structure and support for this to occur.
Below is a table summarizing some of the key features of teacher-directed instructional practices.
| Features of Teacher-Directed Instructional Practices |
|---|
| Clear guidance and instruction from the teacher |
| Direct feedback and assessment of student learning |
| Use of explicit instruction techniques such as modeling and questioning |
| Effective for struggling students and closing achievement gaps |
| Not limited to math, but can also be used effectively in other subjects |
(Note: This table was created using only standard keyboard characters and is not a true table, but rather a visual representation of the information.)
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That is, this study found a positive association between teacher-directed instruction and student mathematics achievement.
Teacher instructional practices showed statistically significant effects on student mathematics achievement, even after controlling for socioeconomic status (SES) and sex at the student level and school mean SES and whether the school is public or private at the school level.
Across four types of instructional approaches, we found that only teacher-directed instruction consistently predicted greater math achievement in first grade. Teacher-directed instruction predicted greater achievement by students who had struggled in math during kindergarten and by students who had not.
Systematic reviews of teacher-, peer-, and student-directed intervention research in math for students with EBD have shown that direct intervention often results in student achievement gains (Dunn et al., 2017; Peltier et al., 2020, 2021).
Educators and researchers have consistently recognized and empirically shown that teachers and their classroom behaviors contribute more to student achievement than other systemic factors in education (Creemers & Kyriakides, 2008).
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NMAP Core Principals of Instruction (2008) support the concept of teaching skills to ma
Response to your question in video format
In the video, a principal observes a teacher’s lesson and suggests the 10+2 teaching method as a solution to the lack of student participation caused by long lectures. This method involves delivering direct instruction for 10 minutes, followed by a 2-minute break for students to engage in various activities before the lesson resumes. This approach helps to keep students actively engaged while providing the teacher with feedback on which students may need additional support.