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guidelines for selecting and using drill and practice programs.
• Students should have control over the presentation rate of information
so they can work at their own rate. • There must be appropriate feedback. The feedback for incorrect
responses should not be more engaging than the feedback for correct
responses, and feedback should not be so elaborate that it wastes time. • Drill and practice programs should be used to practice material that
has been learned rather than for new learning. • Drill and practice programs use should be restricted to a few minutes a
day. • Drill and practice programs typically work best for individual use to
allow for the benefits of self-pacing.
Information-Processing Theory and Classroom Teaching These theoretical principles developed for information-processing theory
in chapter 3, provide the basis for the instructional techniques and strategies we
will discuss in this chapter. 19 • Principle 3.1: Meaningful learning occurs when new knowledge is
connected to existing knowledge. • Principle 3.2: Effective ins...
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This document was uploaded on 03/29/2014 for the course EPS 324 at N. Arizona.
- Spring '08