Systematically Using Powerful Learning Environments to Accelerate the Learning of Disadvantaged Students in Grades 4-8

Instructional Design Theories and Models Vol II: A New Paradigm of Instructional theory. C Reigluth (ed.), Lawrence Erlbaum, 1999.

This article describes the knowledge generated by large-scale use of the HOTS program as to the conditions under which it is possible to accelerate the learning of educationally disadvantaged students. It also describes a theory of learning development that explains both why HOTS is successful and why so few other approaches seem to stop working after grade 3. Also included is a brief history of the HOTS program and its underlying assumptions about how to bring out the tremendous untapped potential that most low-income students have.

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