Effective Instruction
This model of effective instruction includes four main components:
Teachers should consistently ask themselves:
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"The fundamental purpose of school is learning, not teaching."
-Richard DuFour
Focused Instruction/Teacher Directed: This component includes the learning target and teacher-directed instruction. Teacher is modeling and thinking aloud with students as she presents new information.
Guided Instruction: This component includes scaffolding and support for students. The teacher informally assesses student understanding at this point and guides students with questions and cues to prompt student learning. Guided instruction often includes small group instruction where the teacher provides differentiated instruction based on student need.
Collaborative Learning: This component provides opportunity for students to apply new skills and thinking to novel situations through peer interactions. Students are interacting with their peers through discourse (often referenced as accountable talk using academic language, classroom talk, or academic conversations), discussions, inquiry, argument/debate, etc. This component may include cooperative social interactions with peers and specific productive group work.
Independent Learning: This component includes opportunity for students to apply what has been learned. Independent learning includes self-regulation and metacognition. These two thoughts require students to establish goals for their learning, determine if they are in fact learning and reaching their goals, and to think about their thinking (what am I trying to accomplish, what strategies am I using to get there, and how well am I doing?).
Guided Instruction: This component includes scaffolding and support for students. The teacher informally assesses student understanding at this point and guides students with questions and cues to prompt student learning. Guided instruction often includes small group instruction where the teacher provides differentiated instruction based on student need.
Collaborative Learning: This component provides opportunity for students to apply new skills and thinking to novel situations through peer interactions. Students are interacting with their peers through discourse (often referenced as accountable talk using academic language, classroom talk, or academic conversations), discussions, inquiry, argument/debate, etc. This component may include cooperative social interactions with peers and specific productive group work.
Independent Learning: This component includes opportunity for students to apply what has been learned. Independent learning includes self-regulation and metacognition. These two thoughts require students to establish goals for their learning, determine if they are in fact learning and reaching their goals, and to think about their thinking (what am I trying to accomplish, what strategies am I using to get there, and how well am I doing?).
Research: THIS IS OUR WHY we are doing this!
- According to Popham (2008), the effects of these essential elements on student learning are “among the largest ever recorded”.
- Hattie (2009) notes that hundreds of studies confirm the immense value of each respective essential element.
- Wiliam (2007) points out that the elements have served as the basis for the most effective teaching over millennia;
- Marzano (2007) strongly recommends that the basic elements be considered “routine components” of every lesson in every subject area.