Using Workbook Templates to Improve Teaching
Russell Jay Hendel
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Russell Jay Hendel
Department of Mathematics, Towson University, Towson, Maryland, United States
Cite this paper as:Hendel, R. J. (2025). Using Workbook Templates to Improve Teaching.
Journal of Systemics, Cybernetics and Informatics, 23(6), 68-72. https://doi.org/10.54808/JSCI.23.06.68
Online ISSN (Journal): 1690-4524
Abstract
The paper advocates the use of templates to significantly improve pedagogy. By templates, also sometimes referred to as a workbook approach, the intent is on providing model solutions with key words or phrases omitted; the student, after training in the use of the template, fills in these omitted phrases or words when attacking a new problem. However, to accomplish pedagogic improvement, templates must be accompanied by higher-order instructional strategies including contrasts, decisions, evaluations, and componential analysis. The theory presented is fully consistent with a variety of educational hierarchies such as those of Bloom, Anderson, Van Hiele, and Marzano. The theory is also consistent with the four educational pillars of Hendel. The theory is supported by literature; illustrations are provided from statistics and literary analysis.
