Elements of Instruction
Level I
Level II
Formulating an objective
mental picture or statement of what students
will be able to do as a result of learning
selected content:
content
level of cognition
student behavior/activity
conditions
performance level
Teaching to the objective
assuring that all teacher actions (IQAR) are
congruent with the objective of the lesson:
information
questions
activities
responses
Differentiation
selecting and formulating objectives at the
correct level of difficulty so that all students
have the opportunity to learn effectively:
keep content the same
vary level of cognition expected for task
vary the form of active participation
vary the conditions for the activity
vary the level of performance expected
Levels of cognition
application
synthesis
analysis
↖
evaluation


↗
comprehension (understanding)
( translation - interpretation - extrapolation)

knowledge (recall)
Active participation
Task Analysis
consistent involvement of the minds of all
process of stating an objective and then
learners during instructional time:
factoring out the learnings that are essential to
overt
the objective and determining how to present
covert
them at the appropriate level of cognition
combined overt and covert
Monitoring
Motivation
ability of the teacher to observe the progress of
establish extrinsic factors that will enable and
learning made by all students during
enhance student learning:
instructional time:
level of concern
elicit congruent, overt behavior
feeling tone
check behavior from all students
interest
give congruent, immediate, specific
knowledge of results (by student)
feedback to the students
success
Anticipatory set
Retention and Memory
opportunity for the minds of all students to
providing the opportunity for learning to be
bring forward prior knowledge or experience
shifted from short term memory to long term
that is congruent to the current learning:
memory:
all students participate
degree of original learning
prior knowledge/experience brought forth
feeling tone
congruent to current learning
meaning to student
modeling
Closure
practice
opportunity for the minds of all students to
summarize the content that has been learned:
summary of learning (not content/process)
of the complete learning
done by all students
congruent to the objective
The Five Minute Walkthrough
Definition:
a five minute observation in the classroom, followed by a quick reinforcement
conference or written note
Benefits:
allows multiple visits without taking up much time
allows teachers to feel positive about their instruction and encourages continued use of
effective techniques
builds a mutual trust and respect between supervisor and teacher
allows supervisor to gain a more complete picture of teacher strengths and weaknesses
allows supervisor to pick a teacher's strengths and use them to move naturally into
building capability in weaker areas
Process:
focus on reinforcement
before entering room, collect thoughts and bringing elements of instruction to mind
take notes and/or script during the observation
label observations with appropriate elements of instruction
pick one element to reinforce
name the element and its features
give some examples
encourage continued use
state rationale for continued use (i.e., benefit of the named element)
ask teacher to summarize and/or reflect on what s/he heard you say
Note that all but the teacher's summary can be accomplished in writing. If there is an
opportunity before you leave the classroom, a verbal conference can take place in 1-2
minutes. Or you can follow up with a brief conversation later in the day.
Example of a brief verbal conference:
Sue, thank you for letting me stop in briefly. I noticed that you had three excellent opportunities for all
students to participate actively. You asked students to write the answer to the first problem on their
sheet and then to compare the answer with their neighbor. You also asked them to signal with a
number of fingers the answer to another question. By consistently engaging all students in active
participation, you give them the best opportunity to learn effectively in the classroom. I hope you keep
doing it because the benefit to the students is so great. Can you tell me why you value active
participation?
The question for the teacher is the most difficult part of the conference. Here are some other
suggestions.
Do you have other opportunities for active participation planned for this lesson?
Can you tell me more about how you use active participation?
How do you make sure you get active participation into your lessons?
What have you heard me say about your use of active participation?
Elements of Instruction:
Level I: Formulating an Objective
Teaching to the Objective
Active Participation
Monitoring
Anticipatory Set
Closure
Level II:
Differentiation of Instruction
Level of Cognition
Task Analysis
Motivation
Retention/Memory