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Instructional behaviors for clearer presentations in the classroom

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Abstract

Teachers spend a considerable amount of classroom time talking to students. Much of this talk revolves around expository presentations of information. Teachers claim the reason for the quantity of teacher talk is to clarify instruction to students. However, discrepancies can exist between what teachers assume are the benefits of their talk and how students learn from such talk. To match students' abilities to learn, teachers must produce clearer instructional presentations. This article proposes the importance of structure in developing sound teacher expository presentations. Nine instructional behaviors based on correlational and experimental research during the past two decades are presented in the form of teacher guidelines to maximise precision and structure in teacher talk in order to facilitate student achievement.

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  1. Brigham Young University, 84602, Provo, UT, U.S.A.

    George W. Chilcoat

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Chilcoat, G.W. Instructional behaviors for clearer presentations in the classroom. Instr Sci 18, 289–314 (1989). https://doi.org/10.1007/BF00118015

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