1

1
3rd Annual National Reading First Conference
Reno, Nevada - July 18-20, 2006
Using Effective Teaching Strategies
to Increase Intensity of Instruction
David Howe - WRRFTAC 3rd Annual National Reading First Conference
Reno, Nevada - July 18-20, 2006

Sections of Presentation
1.Teaching Students with Reading Difficulties
2. Intensity of Instruction
3. Sufficient & Differentiated Intensity of
Instruction for All Students
ABLEOF CONTENTS
Chapter1. Introduction
2
A Brief History of Ideas About Teaching
2
Teaching for Today’s World
3
Chapter2. Principles of effective teaching practice
4
Principle 1 – Teachers are Designers of Learning
4
Principle 2 – Work Students are Asked to Undertake is Worth Their Time
and Attention
5 Principle 3 – Assessment Practices Improve Students Learning and Guide Teaching 5
Principle 4 – Teachers Foster A Variety ofPrinciple 5 – Teachers Improve Their
Practice in The Company of Their Peers
6
Conclusion
6
Appendix – Effective Teaching Practices Rubric
7
Reference
CHAPTER

As the world changes and the expectations of education shift to meet these changes,
the nature of teaching and of its effectiveness must follow suit. These shifts are not a
problem, but rather an indication of how education, as a living practice, is alert to
issues of what is called for by this enterprise at important periods of social, economic
and technological change.
In the moments when a shift is called for from education, it is common for ideas to
retain traces of earlier times. Effective teaching is one such idea. What it means to be
an effective teacher still is strongly connected to educational movements and cultural
ideas that emerged in the early 20th century. Without an examination of these origins,
efforts to create new images risk being fixed in outdated models of effectiveness.

A BRIEF HISTORY OF IDEAS ABOUT TEACHING

At the turn of the 20th century Edward Lee Thorndike created the field of educati
psychology. His research and theories which emphasized “frequency, recency, and
intensity” as key conditions for learning had a significant and lasting impact on
instructional practices and materials. These three conditions were translated into
classroom practice through Thorndike’s “laws” of,

1.
E
x
e
r
c
i
s
e
(frequency) - stimulus-response associations are strengthened through repetition;
2.
R
e
c
e
n
c
y
- the most recent response is likely to govern the recurrent response; and,
3.
E
f
f
e
c
t
(intensity) - the likely recurrence of a response is generally governed by its
consequence or
effect - generally in the form of reward or punishment.
 In the same era, a highly efficient and effective business model - known as scientific
management – began to have an impact on the structure of education. Developed by
Frederick Winslow Taylor, this management model, which sought to measure and
maximize human performance took over the imagination and practices of education
early in the 20th century. The “efficiency movement” brought with it a particular
version of effectiveness, which migrated from the factory floor to the classroom
through standardized procedures; standardized times for the accomplishment of results;
sequenced actions (each which could be isolated from the others); and rewards,
punishments and methods for teaching the “workers” to adhere to these standards.

INTRODUCTION

“What began with

such enthusiasm
and hope around
a century ago in
the organization
and imagining of
schooling has simply
worn out…”

(Jardine, Clifford &

Friesen,
TEACHING STRATEGY:
CHALLENGE AND RESPONSE
Gabriel Marcella
Editor
March 2010

The views expressed in this report are those of the author

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furthering debate on key issues. This report is cleared for public release; distribution is
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atwww.StrategicStudiesInstitute.army. CONTENTS
Foreword........................................................................v
1. Introduction.............................................................1
Robert H. Dorff
2. The Elements of Strategic Thinking:
A Practical Guide.....................................................9
Robert Kennedy
3. The Study of Strategy: A Civilian Academic
Perspective.............................................................47
Robert C. Gray
4. Teaching Strategy in the 21st Century...............79
Gabriel Marcella and Stephen O. Fought
5. Teaching Strategy: A Scenic View from
Newport................................................................105
. A Vision of Developing the National Security
Strategist from the National War College.......149
Cynthia A. Watson

7. How Do Students Learn Strategy?

Thoughts on the U.S. Army War College
Pedagogy of Strategy...........................................179

Harry R. Yarger
8. The Teaching of Strategy: Lykke’s Balance,
Schelling’s Exploitation, and a Community of
Practice in Strategic Thinking.........................

How Do Students Learn Strategy?

Thoughts on the U.S. Army War College
Pedagogy of Strategy...........................................179

Harry R. Yarger

8. The Teaching of Strategy: Lykke’s Balance,

Schelling’s Exploitation, and a Community of
Practice in Strategic Thinking...........................203

Thomaz Guedes da Costa

Making Sense of Chaos: Teaching Strategy

Using Case Studies..............................................241
Volker Franke
10. Teaching Strategy in 3D.....................................275
Ross Harrison

11. Beyond Ends-Based Rationality:

A Quad-Conceptual View of Strategic
Reasoning for Professional Military
Education………………………..................…...309

Christopher R. Paparone
About the Contributors............................................341