EFF Research Principle [electronic resource] : An Approach to Teaching and Learning That Builds Expertise. EFF Research to Practice Note / Marilyn K. Gillespie.
Research findings related to constructivism have been applied to development of the Equipped for the Future (EFF) Framework and Continuum of Performance, a multi-dimensional developmental description of performance serving as a foundation for EFF-based instruction and assessment of learner progress....
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| Format: | Electronic eBook |
| Language: | English |
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Distributed by ERIC Clearinghouse,
2002.
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MARC
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| 100 | 1 | |a Gillespie, Marilyn K. | |
| 245 | 1 | 0 | |a EFF Research Principle |h [electronic resource] : |b An Approach to Teaching and Learning That Builds Expertise. EFF Research to Practice Note / |c Marilyn K. Gillespie. |
| 260 | |a [Place of publication not identified] : |b Distributed by ERIC Clearinghouse, |c 2002. | ||
| 300 | |a 10 pages. | ||
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| 500 | |a Availability: edition Pubs, P.O. Box 1398, Jessup, MD 20794-1398 (free). Tel: 800-228-8813 (Toll Free), Fax: 301-470-1244, TTY/TDD: 800-437-0833, E-mail: edpuborders@edpubs.org; Web site: http://www.ed.gov/about/ordering.jsp. For full text: http://www.nifl.gov/lincs/collections/eff/masters/02research-prac tice.pdf. |5 ericd. | ||
| 520 | |a Research findings related to constructivism have been applied to development of the Equipped for the Future (EFF) Framework and Continuum of Performance, a multi-dimensional developmental description of performance serving as a foundation for EFF-based instruction and assessment of learner progress. Acquiring expertise is a complex developmental process in which new knowledge is built on prior knowledge. To develop expertise, learners need a richly structured knowledge base. They need to learn cognitive and metacognitive strategies for using and applying new information. Scaffolding instruction helps learners develop their fluency, independence, and range of performance as they move along a developmental continuum from novice to expert. The second half of this report presents three examples of program practices that support constructivism and reflect EFF theoretical foundations. The examples show the following: (1) how teachers and students use the EFF Framework to examine prior knowledge, construct new knowledge in light of past experiences, and use this information and their thinking processes to monitor, develop, and alter their understanding; (2) how teachers and students use the EFF Framework to identify, reflect on, and revise their own mental models of adult role performance; and (3) how teachers use the EFF Framework to help learners develop fluency, independence, and range of performance as they move from novice to expert. Appendixes include a glossary and a list of 25 references. (YLB) | ||
| 521 | 8 | |a Practitioners. |b ericd. | |
| 521 | 8 | |a Teachers. |b ericd. | |
| 650 | 0 | 7 | |a Adult Education. |2 ericd. |
| 650 | 0 | 7 | |a Cognitive Ability. |2 ericd. |
| 650 | 0 | 7 | |a Cognitive Development. |2 ericd. |
| 650 | 1 | 7 | |a Cognitive Processes. |2 ericd. |
| 650 | 1 | 7 | |a Constructivism (Learning) |2 ericd. |
| 650 | 0 | 7 | |a Educational Research. |2 ericd. |
| 650 | 0 | 7 | |a Information Utilization. |2 ericd. |
| 650 | 0 | 7 | |a Intentional Learning. |2 ericd. |
| 650 | 0 | 7 | |a Learning. |2 ericd. |
| 650 | 0 | 7 | |a Learning Processes. |2 ericd. |
| 650 | 0 | 7 | |a Learning Strategies. |2 ericd. |
| 650 | 1 | 7 | |a Metacognition. |2 ericd. |
| 650 | 1 | 7 | |a Prior Learning. |2 ericd. |
| 650 | 0 | 7 | |a Research and Development. |2 ericd. |
| 650 | 1 | 7 | |a Self Management. |2 ericd. |
| 650 | 1 | 7 | |a Theory Practice Relationship. |2 ericd. |
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