Intentional Instructional Practices: Closing the Achievement Gap in Michigan
"The achievement gap” is affected by instruction, students and teachers. The Michigan Department of Education (MDE) has embarked on a project designed to help schools close the achievement gap by focusing in on “Intentional Instructional Strategies.” In the development process instruction, student, and teacher are carefully considered. We know that attending to the grade level standards and using carefully-designed lesson plans that incorporate students’ background knowledge is essential to increasing student achievement and student engagement. Providing intentional teaching to all students is the focus of a tier 1 research-based, comprehensive core curriculum.
Let’s take a closer look at what happens when standards, instruction, and culture intersect.
When the grade level standards intersect with instruction a curriculum that promotes higher cognitive demand and increased rigor for students will emerge. The curriculum will allow students to demonstrate career and college ready characteristics such as; communication and collaboration, problem solving, technology
and tools as well as argument and reasoning . Standards and culture intersect when teachers develop lessons that address appropriate grade level standards AND use content relative to student lives. Bringing the lesson to life through experiential learning, teaching that is engaging and culturally responsive to the learner is the result of instruction and culture intersecting.
Finally, at the heart of standards, instruction, and culture is increased student engagement and achievement, which is the art of intentional instruction.
In an effort to provide little to no cost, easy to implement, solid Tier 1 “intentional instructional practices” MDE is piloting the following four professional development models that schools may choose to implement during their professional learning sessions.
Explicit instruction in Academic Vocabulary increases understanding and comprehension for students. A strong foundation of vocabulary will assist students who may not be able to read independently on grade level as well as those with limited background knowledge.
Flexible Grouping strategies assist teachers in engaging students with deep thinking tasks as well as enhance student’s willingness to work cooperatively and productively with others.
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