2017 Alaska RTI/MTSS Effective Instruction Conference

Powerful classroom instruction begins with the adoption and use of an evidence-based curriculum, but effective teachers do not simply teach such a program page-by-page in the same way for all students. Rather, they differentiate instruction, providing instruction designed to meet the specific needs of students in the class. Dr. Sharon Azar will describe and demonstrate how providing quality classroom instruction with certain research-validated characteristics can make a big difference for struggling learners. Learning Objectives: Examine how instructional routines are used Are the routines consistent from classroom to classroom, general education to special education? Provide evidence of scaffolding and explicit instruction, especially when students are learning something new. Tools to provide evidence of distributed practice of critical skills. How to include cumulative review built in on a systematic basis. How much time is allocated? How is that time used (for example, whole group instruction, small group instruction, or independent practice)? Does the pace of the instruction match student needs? Do students have multiple opportunities for response and feedback? Are students actively engaged (that is, are they saying, writing, and doing)?