Classroom Instruction
Recent research has affirmed that the individual classroom teacher has even more of an effect
on student achievement than originally thought. In fact, there are indications that the most
important factor affecting student learning is the teacher. The implication of this finding is that
more can be done to improve education by improving the effectiveness of teachers than any
other single factor. “Effective teachers appear to be effective with students of all achievement
levels, regardless of the level of heterogeneity in their classrooms” (Wright, 1997).
The effectiveness of teachers in classrooms and in support roles is reliant on the inventory of
strategies readily available to address identified student needs. Teachers can use strategies to guide
classroom practice to maximize the possibility of enhancing student achievement. No instructional
strategy works equally well in all situations with all students. The issue is how do teachers increase
their “tool box” of effective, research based strategies and have the knowledge and skill to match the
best strategy to the identified need and to the right student?
We have identified a practical approach to engage teachers in identifying what works best and most
frequently. Maximizing first and best teaching using the components of direct instruction is only
the beginning. Developing in-depth knowledge of learning theory, lesson design and repeatable
models will enable teachers to take what they learn and immediately implement it
in their classrooms.
Questions that will be addressed include:
- Are some strategies more effective in specific subject areas?
- Are some strategies more effective at particular grade spans or levels?
- Are some strategies more effective with specific student groups?
- Are some strategies more effective with struggling and achieving students?
- Are some strategies more effective for initial instruction, re-teaching,
intervention or maintenance?
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| Planned Elements of Classroom Instruction
- Learning Theory and Lesson Design
- Provide instruction in learning theory and lesson design
- Usable Models and Feedback
- Provide easy to follow and repeatable models in instruction based
on effective practices
- Direct Instruction
- Identify and analyze key components of direct instruction in all
subject areas
- Analyzing Student Work
- Work with teachers leaders to analyze student work and establish
high quality standards
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