This Article Full Text (PDF) References Alert me when this article is cited Alert me if a correction is posted Services Email this article to a friend Similar articles in this journal Alert me to new issues of the journal Add to Saved Citations Download to citation manager Request Permissions Request Reprints Add to My Marked Citations Citing Articles Citing Articles via Google Scholar Citing Articles via Scopus Google Scholar Articles by McCoy, J. D. Articles by Ketterlin-Geller, L. R. Search for Related Content Social Bookmarking                         What's this?

Rethinking Instructional Delivery for Diverse Student Populations

Serving All Learners with Concept-Based Instruction

5262 University of Oregon, College of Education, Eugene, OR 97403; jmccoy@darkwing. uoregon.edu

Leanne R. Ketterlin-Geller

University of Oregon

When students arrive at content classes reading below grade level, teachers are challenged to deliver complex content. Also, students often study facts without reaching larger concepts. Research at the University of Oregon has concluded that if the teacher takes responsibility for identifying and elucidating the concept within course materials, both of these difficulties can be overcome. Overt identification of concepts and their characteristics and the deliberate use of graphic organizers reduce the reading comprehension demands placed on students with low abilities. Using the functional taxonomy presented, teachers can develop effective student exercises and assessments. An example shows that students provided with the concept-based approach outperformed students in a more traditional classroom on a problem-solving task.

Intervention in School and Clinic, Vol. 40, No. 2, 88-95 (2004)
DOI: 10.1177/10534512040400020401


CiteULike    Complore    Connotea    Del.icio.us    Digg    Reddit    Technorati    Twitter    What's this?