“Using evidence-based instructional practices is a critical feature of improving student learning outcomes. When teachers combine their expertise as content knowledge experts with explicit instruction and practices and programs backed by research, the likelihood that a child will grow academically is increased tenfold. High leverage instructional practices are backed by rigorous, high-standard research, replicated with positive outcomes and backed by their effects on student outcomes.” 

-Cook, B. G., Smith, G. J., & Tankersley, M

Instructional practices are the ways in which teachers foster student thinking within their classrooms as they provide meaningful learning experiences that will result in student growth and achievement.  

High impact instructional practices lead to the goal of optimal levels of student thinking. 

Student Thinking Activators:

Active Teaching: The teacher goes beyond just exposing students to course content. The teacher provides direct instruction, asks probing questions to activate higher order thinking, and implements well-developed mini-lessons that encourage classroom discussions (peer-to-peer and teacher-to-students).   

• Personalization: A student-centered instructional approach in which students partner with their teachers to develop and monitor their own learning.  Learner profiles are the guiding force that ensure that students’ specific needs, strengths, weaknesses, and interests are being considered. Work plans and learner pathways provide learning experiences that are unique to each student in order for them to show growth and proficiency. 

• Differentiation: A teacher’s efforts to provide varied ways in which learning can be shown.  The teacher understands that students are diverse in terms of their learning styles.  Therefore, the teacher develops instructional activities that will allow students to show their learning beyond traditional assessments.