eq-ees-teacher-evaluation

Concept Mapping (.60 effect size)
Involves development of graphical representations of the conceptual structure of content to be learned. Importance of concept mapping is in its emphasis on
summarizing main ideas in what is to be learned. Assists in synthesizing and identifying major ideas, themes, and interrelationships.
Providing Worked Examples (.57 effect size)
A form of demonstrating to students what success looks like; typically consist of a problem statement and the appropriate steps to a solution. Three steps: introductory
phase, acquisition/training phase, test phase (assess learning). Reduces cognitive load for students such that they concentrate on the processes that lead to the correct
answer and not just providing an answer.
Mastery Learning (.50 effect size)
Tests and retests of easy material; high pass mark; extra work and retest for those who do not pass or on weak material; numerous feedback loops based on small units
of well-defined appropriately sequenced outcomes
Advance Organizers (.37 effect size)
Bridging from previous knowledge to whatever is to be learned; linking old and new information; summary of material in advance that puts some sort of structure to it
and is referred back to often
Computer-assisted instruction (.37 effect size)
Effects for this are gradually rising as instruction becomes more interactive, engaging and better designed; use of computers are more effective when there is a diversity
of teaching strategies; teacher is pre-trained; multiple opportunities for learning; student is in control of learning; peer learning is optimized
Simulations and games (.33 effect size)
Using a model or game to engage students in learning
Instructional media (.30 effect size)
Using state of the art visuals; media