Instruction & Strategies
Research affirms that the individual classroom teacher is the single most important factor affecting student learning.
QES can improve direct instruction by improving the effectiveness of teachers.
Effective teachers in classrooms and in support roles rely on an inventory of strategies to address identified student needs. No one instructional strategy works equally well in all situations with all students; but, teachers can build upon their “tool box” of effective, research-based strategies. The outcome is the knowledge to match the best strategy to an identified need or to the right student.
QES has identified a practical approach to engage teachers in identifying what works best and most frequently in the classroom. This is a systems-based process: 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 replicable models enables teachers to take what they learn and immediately implement it in their classrooms.
Questions involve which strategies are more effective in: specific subject areas; particular grade spans or levels; specific student groups; struggling and achieving students; and, initial instruction, re-teaching, intervention or maintenance.
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 replicable 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