Best Practices at Tier 1 [Secondary]. Gayle Gregory

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you see it. To understand the point, consider a similar example when trying to define something that is both deeply complex but apparent to the eye. When attempting to define obscenity, Supreme Court Justice Potter Stewart famously stated: “I shall not today attempt further to define the kinds of material I understand to be embraced…. But I know it when I see it” (Jacobellis v. Ohio, n.d.). Stewart acknowledged the difficulty in trying to write a universal, all-encompassing definition of what constitutes obscenity because any particular example or case must be weighed by the relevance and circumstances of the moment. Yet, when one sees an example of true obscenity, it’s usually obvious and straightforward. Similarly, while it’s difficult to create an all-encompassing definition or model of good teaching, such teaching makes itself evident to even the untrained eye. Within any school community, there is often general consensus on which instructors teach well. However, if we dig deeper and ask what makes each teacher effective, we’re likely to receive a wide variety of answers. This dichotomy of what constitutes good teaching exists, in part, because effective instruction is a convergence of three critical factors.

      1. The science of teaching: The very definition of a profession is that it encompasses research-based best practices that members are expected to know and implement on behalf of their clients. In the teaching profession, we have never had greater clarity and consensus on what is considered best practice, which we define as the pedagogies and methodologies that have the best chance of helping students learn at higher levels. We also know more than ever about the brain and the physiology of learning. As Mike Schmoker (2004) states, “There are simple, proven, affordable structures that exist right now and could have a dramatic, widespread impact on schools and achievement—in virtually any school. An astonishing level of agreement has emerged on this point” (p. 424). Likewise, we also have great clarity on educational malpractice—the practices that are unlikely to significantly improve student learning. As professionals, we have ethical obligations to utilize classroom instructional strategies based on sound science and research.

      2. The art of teaching: Teaching is a human endeavor. While we can study elements of learning through the neuroscience of the brain, what constitutes good teaching is more than a cognitive experience—it also is rooted in an instructor’s heart and soul. People aren’t always logical or reliably predictable in their behavior and responses. Good teaching, therefore, must take into account relationships, motivation, nurturing, constructive conflict, and mutual respect. It requires reading both people and assessment data. A hunch or an intuitive feeling for what their students need often guides master teachers. How do you quantify a teacher’s passion for the subject, intellectual curiosity, or genuine concern for students? These attributes are powerful levers to inspire and connect students to learning. As Robert Marzano (2007) states in his book The Art and Science of Teaching, classroom instructional strategies should be based on sound science and research, but knowing when to use them and with whom is more of an art.

      3. Differentiation for individual student needs: We know that all students don’t learn in exactly the same way or develop and mature at the same speed. Every student has unique learning needs based on his or her prior knowledge and experiences, cultural values, learning styles, and aptitudes. Because of these differences, no matter how well a teacher teaches a concept, some students will grasp that concept immediately, while others in the same class will fail miserably to understand it. Effective teaching requires time to differentiate instruction to meet each student’s individual learning and developmental needs.

      In essence, good teaching is a convergence of all three of these factors, as each is required to achieve higher levels of learning for all students. So if a highly effective system of interventions begins with an effective core instructional program, then all students require good teaching practices on a daily basis. Therefore, good teaching requires every teacher to have knowledge and skill in the most effective teaching practices, the empowerment to practice the art of teaching, and a deep understanding of daily differentiation to meet each student’s individual learning needs. That’s what this book is all about!

Using This Book

      In this book, we investigate the essential elements of good teaching in regard to Tier 1 core instruction. In the process of that investigation, we’ll explore the science, art, and essential strategies, as well as the intuitive and affective elements, of teaching that result in powerful student learning. Specifically, here is how we have organized this book.

       Chapter 1, “Shifting to Collaborative Core Instruction,” provides a big-picture exploration of what constitutes good teaching. The chapter begins with a discussion of some previous initiatives to improve core instruction and why those efforts have failed. The chapter also challenges the prevailing view on core instruction, which emphasizes what individual teachers do for their students, by offering an alternative view that emphasizes what teachers do collaboratively with their students.

       Chapter 2, “Creating Brain-Friendly Learning Environments,” investigates how educators can orchestrate an optimal climate and environment for learning. The chapter outlines the fundamentals of a brain-friendly classroom based on powerful research in educational neuroscience. The chapter also illustrates that instructors can ensure that instructional best practices are most successful by implementing them in an environment that supports trial and error, risk taking, and collaboration, while also including meaningful and relevant instructional tasks.

       Chapter 3, “Finding Each Student’s Learning Sweet Spot,” describes a wide array of strategies teachers can use to identify and understand the unique abilities of every student. The chapter explains how creating a student profile and determining the student’s learning preferences are helpful when selecting which best practices to use. The chapter also briefly reviews multiple intelligences—the many types of intelligence humans demonstrate—to help broaden the types of best practices and strategies educators can choose to implement first.

       Chapter 4, “Developing a Powerful Core Curriculum,” looks at the basic question, What do we want students to know and be able to do? The chapter suggests strategies collaborative teams and professional learning communities (PLCs) can use to identify the essential power standards the Tier 1 core curriculum must include. The chapter also explores methods for clearly communicating learning targets to students. Finally, this chapter introduces the 4Cs of 21st century skills (communication, collaboration, creativity, and critical thinking) as key aspects of good problem- and project-based curriculum design.

       Chapter 5, “Differentiating Instruction Through Pluralized Teaching Strategies,” stresses the transition from teacher-centered to student-centered instruction. This chapter is filled with practical suggestions and examples, as it explores daily differentiation—an instructional model that emphasizes effective, research-based, high-impact, and pluralized teaching strategies. The chapter also outlines dozens of classroom-tested teaching strategies that can increase instructional variety, including creating flexible groups, integrating technology, and enhancing academic vocabulary instruction.

       Chapter

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