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1 Elements f Effective Instructin Student engagement refers t the degree f attentin, curisity, interest, ptimism, and passin that students shw when they are learning r being taught, which extends t the level f mtivatin they have t learn and prgress in their educatin. ( When students are engaged, they are interested and invested in their learning, can explain the relevance and imprtance f their wrk, and their learning imprves. Student engagement results frm the weaving tgether f the fllwing elements f effective instructin by skillful teachers in ways that prmte and facilitate student wnership and chice. This wrk by Great Schls Partnership is licensed under a Creative Cmmns Attributin- NnCmmercial-ShareAlike 4.0 Internatinal License.

2 1. Learning Envirnment The classrm learning envirnment supprts learning fr all students. This includes the physical envirnment, the rutines and prcedures, classrm management practices and the develpment f psitive relatinships that supprt a physically and scially/emtinally safe and supprtive envirnment fr taking risks, asking questins and making mistakes. Supprting Beliefs The envirnment is a shared dmain between students, teachers, and ther partners in learning. The learning envirnment is a space that fsters risk-taking fr students and teachers; psitive and meaningful relatinships are the fundatin f a prductive learning culture. PHYSICAL SPACE and ROUTINES: There are clear rutines and prcedures. Students knw what is expected, when and why. Tls and materials are readily accessible t students. The classrm can be cnfigured in different ways t best fit the task at hand. RELATIONSHIPS and CULTURE: All students feel safe t take risks and participate in this class. Students have pprtunities and supprt t build prductive relatinships with a variety f classmates. Students cllabrate with each ther thrughut the learning prcess. There are psitive relatinships between the teacher/s and the students. Being wrng is expected, accepted and used as a fundatin fr further learning. Students are engaged and interested in what they learn in this classrm. Students are invlved, invested and engaged in the tasks they d. Students reflect n their wrk and can explain their chices, strengths and areas f grwth. 2 f 6

3 2. Clear, Shared Outcmes The learning utcmes are shared and understd by teachers and students. These utcmes are used as an anchr t guide the chice f instructinal activities, materials, practice assignments, and assessment tasks. These utcmes are understd by students and used t prmpt self-reflectin and gal setting. Supprting Beliefs Everyne invlved in the learning prcess must knw where we are ging and why the wrk matters. Teachers and students need chice in their learning experiences t be invested in and achieve utcmes. A culture f reflectin is necessary fr students t set and adjust persnalized gals. The learning utcmes are clear--lng-term (e.g., graduatin standards) and shrt-term (learning bjectives). There are clear descriptins f what success lks like. The materials and activities align with the learning bjectives. Students can explain hw tasks align t learning bjectives. Students can use the standards and learning bjectives t reflect n their wn prgress and set gals fr grwth. 3 f 6

4 3. Varied Cntent, Materials, and Methds f Instructin Ideas and infrmatin are explred in varied ways s that a wide range f learners can find access pints t the learning. Materials are selected and available t engage and accmmdate all learners. Supprting Beliefs Different entry pints, ptins fr explratin and end prducts are critical fr student engagement and success. Learners must see themselves represented in the materials and cnnect t the cntent in authentic ways. CONTENT: Students are expsed t new infrmatin in varied ways-- inquiry/investigatin, presentatin, hands-n, etc. Materials selected fr instructinal activities accmmdate a variety f learners (are in written, ral, visual mdes; are at varied reading levels, etc.). Students have chice and vice in what they learn. PROCESS: Student grupings are varied and intentinally matched t the activity and learner. Time and structures supprt re-teaching and extensin f learning, as needed. Resurces and materials are available and imprve accessibility fr a variety f learners. Students have meaningful chices t make abut their learning and are taught hw t make thse chices well. Students use varied methds (differentiated hmewrk, reading, activities) and supprts (including technlgy) t advance their learning. ASSESSMENTS: Students use varied supprts (including technlgy) t demnstrate learning. Students have chices abut hw they demnstrate their learning. There are varied pathways available t students leading t cmmn ends. 4 f 6

5 4. Cmplex Thinking and Transfer Students are cached and taught t engage in higher rder thinking thrugh instructinal activities and practice tasks. Assessments are designed t prmpt cmplex thinking, integratin f cncepts and ideas, and applicatin f learned skills t new material r situatins. Supprting Beliefs Every student is capable f cmplex thught. Higher rder thinking prmtes student engagement. Learning that prmtes transfer f knwledge and skills prepares students fr the future. Students are asked questins that help them access and integrate knwledge t analyze, evaluate, draw cnclusins and ask questins. Students are asked t wrestle with cmplex and authentic prblems. Students are taught hw t integrate and apply what they have learned and are given pprtunities t practice. 5 f 6

6 5. Practice and Feedback Students are given pprtunities t practice what they are learning and given timely feedback based n their current perfrmance in relatin t the desired utcmes. Supprting Beliefs Learning is a cycle that includes mistakes, multiple attempts, difficulties, and curse crrectins. Timely, specific, and varied feedback is a catalyst fr grwth. Prductive practice and nvel applicatin f skills are essential fr learning. There are pprtunities fr students t practice and receive feedback built int learning activities. Students are taught hw t interpret and use feedback in their learning. Opprtunities t practice and demnstrate essential skills and knwledge are available thrughut a curse. Students revise essential pieces f wrk (as time and resurces allw) t demnstrate grwth and prficiency. 6 f 6