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close this bookTeaching (IAE - IBE - UNESCO, 34 p.)
View the document(introduction...)
View the documentThe International Bureau of Education - IBE
View the documentSeries preface
View the documentOfficers of the International Academy of Education
View the documentIntroduction
View the document1. A supportive classroom climate
View the document2. Opportunity to learn
View the document3. Curricular alignment
View the document4. Establishing learning orientations
View the document5. Coherent content
View the document6. Thoughtful discourse
View the document7. Practice and application activities
View the document8. Scaffolding students’ task engagement
View the document9. Strategy teaching
View the document10. Co-operative learning
View the document11. Goal-oriented assessment
View the document12. Achievement expectations
View the documentConclusion
View the documentReferences
View the documentThe International Academy of Education

Conclusion

To date, most research on teaching has been conducted in the United States, Canada, Western Europe and Australia, and so the degree to which findings apply to other countries has yet to be addressed. The principles presented in this booklet are believed to apply universally, however, for two reasons. First, research done all over the world suggests that schooling is much more similar than different across countries and cultures. The day is divided into periods used for teaching each of the subjects included in the curriculum, and teaching includes whole-class lessons in which content is developed through teacher explanation and teacher/student interaction, followed by practice and application activities that students work on individually or in pairs or small groups. Second, the principles refer to generic aspects of teaching that cut across grade levels and school subjects, not to particular curriculum content. In summary, these principles ought to apply universally because they focus on basic and universal aspects of formal schooling. They still require adaptation to the local context, however, including relevant characteristics of the nation’s school system and the students’ cultures.

The generic principles featured in this booklet need to be supplemented with more specific principles that apply to the teaching of particular school subjects to particular types of students. Readers interested in planning instruction for particular grade levels and subject areas can consult the scholarly literature in the subject areas for elaborations on and additions to the principles outlined here.

Finally, although twelve principles are highlighted for emphasis and discussed individually, each principle should be applied in conjunction with the others. That is, the principles are meant to be understood as mutually supportive components of a coherent approach to teaching in which the teacher’s plans and expectations, the classroom learning environment and management system, the curriculum content and instructional materials, and the learning activities and assessment methods are all aligned as means of helping students attain intended outcomes.