Effective/Engaging Instruction
Taken from Creating the New American School: A Principal’s Guide to School Improvement by Richard DeFour and Robert Eaker
“The synthesis of effective teaching research prepared by the Northwest Regional Educational Laboratory (1990) lists the classroom characteristics and practices that are associated with improvements in student performance:”
1.Instruction is guided by a preplanned curriculum
- learning goals and objectives are developed and prioritized according to district and building guidelines, selected or approved by teachers, sequenced to facilitate student learning, and organized or grouped into units or lessons
- unit or lesson objectives are set in a time line so that the calendar can be used for instructional planning
- instructional resources and teaching activities are identified, matched to objectives and student development levels, and recorded in lesson plans… alternative resources and activities are identified, especially for priority objectives
- resources and teaching activities are reviewed for content and appropriateness and are modified according to experience to increase their effectiveness in helping students learn.
2. Students are carefully oriented to lessons
- teachers helps students get ready to learn… explain objectives and refer to them throughout the lesson
- objectives may be posted or handed out to help students develop a sense of direction
- the relationship of the current lesson to previous study is described – previous material is reviewed
- students are challenged to learn – especially at the start of a difficult lesson
3. Instruction is clear and focused
- lesson activities are previewed; clear written and verbal directions are given; key points and instructions are repeated; student understanding is checked
- presentations are designed to communicate clearly to students – digressions are avoided
- students have plenty of opportunity for guided and independent practice of new skills and concepts
- to check understanding, teachers ask clear questions
- teachers select problems and other academic tasks well matched to the lesson so the success rate is high
- Homework is given in small increments and provides additional practice – work is checked and students are given quick feedback
4. Learning progress in monitored closely
- teachers frequently monitor student work – formally and informally
- classroom assessments match learning objectives
- students hear assessment results quickly; reports to students are simple and clear and help them understand and correct errors; reports are tied to learning objectives
- grading scales and mastery standards are set high to promote excellence
- teachers encourage parents to track student progress
5. When students do not understand, they are retaught
- teachers reteach priority lesson content until students show they have learned it
- regular, focused reviews of key concepts and skills are used throughout the year to check on and strengthen student retention
6. Class time is for learning
- teachers follow a system of priorities for using class time and allocate time for each subject or lesson…class time is for learning
- teachers set and maintain a brisk schedule for instruction
- Students are encouraged to pace themselves – if they do not finish during class, they work on lessons before or after school, during lunch, or at other times so they keep up with what is going on in class
7. There are smooth, efficient classroom routines
- class starts quickly and purposefully; teachers have assignments or activities ready for students when they arrive
- students are required to bring materials they need in class each day
- administrative matters are handled with quick, efficient routines that keep class disruptions to a minimum
- there are smooth, rapid transitions between activities throughout the day or class
8. Instructional groups formed in the classroom fit instructional needs
- when introducing new concepts and skills, whole-group instruction, actively led by the teacher, is preferable
- smaller groups are formed as needed to make sure all students learn thoroughly
- teachers review and adjust groups often – moving students when achievement levels change
9. Standards for classroom behavior are explicit
- teachers communicate high standards for behavior in the classroom
- classroom behavior standards are written, taught, and reviewed
- rules, discipline procedures, and consequences are planned in advance
- consistent, equitable discipline is applied for all students; procedures are carried out quickly and are clearly linked to students’ inappropriate behavior
- teachers stop disruptions quickly
- in disciplinary action, the teacher focuses on the inappropriate
behavior, not on the student’s personality
