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Research-Based Methods When Delivering Instruction

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Rationales for the use of research-based methods when delivering instruction to students with EBD are embedded. Why should one strive to use research-based methods when delivering instruction to students with EBD?

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First, as you briefly validate why teachers should strive to use more research-based methods when delivering instruction to students with EBD, I feel that it is definitely important for instructors to remain logical when working with this target population. Since these kids will definitely challenge a teacher's cognitive as well as emotional states, it is highly important for educators to employ more research-based mythologies and strategies, rather than simply "firing from one's hip" so to speak in terms of trying different ...

Solution Summary

The value of research-based methods when delivering instruction to students with EBD is emphasized from a personal teacher's standpoin in 307 words with one reference.

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SIOP research

Describe the SIOP model and includes example strategies and activities for each component listed below. Address the eight components of SIOP by providing examples of ideas and strategies:

Preparation - content-area standards, English Language Proficiency standards, content objective, language objective
Building Background - activities for linking
Comprehensible Input - instructional strategies that make content comprehensible
Strategies - learning strategies appropriate to a lesson's objectives
Interaction - activities that promote interaction with content and language
Practice and Application - activities to enhance learning through hands on practice
Lesson Delivery - pacing, engagement, aligning activities with standards and objectives
Review and Assessment - techniques for reviewing key concepts and assessment techniques for before, during, and after the lesson.

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