Objectives
• Know the definition of Best First Instruction
• Identify instructional practices that do not support Best First Instruction
• Identify instructional practices that should be modeled and encouraged
Core Beliefs
• Read the Core Belief Challenges
• Pair/Share - Discuss with a partner your alignment with these questions
PCS Definition
• “Best First instruction” is research-based daily classroom practices that engage all learners before interventions are planned. It includes core strategies such as explicit learning objectives that are tied to demonstrations of learning, differentiation, student engagement in rigorous and relevant learning, small group instruction, multiple response strategies, and effective feedback. Best First instruction operates from the core belief that each and every student will make learning gains.
View videos of 6th grade math teacher, 3rd grade reading teacher, and 9th grade science
After each video write one high quality classroom instructional practice and one that you would coach the teacher to modify
Share out
Best First Instruction
Common practices that we want to generally avoid
• Stream of consciousness writing
• Observer math
• Films (as opposed to movie clips)
• Poor readers reading to the class
• Round-robin reading
• Constant busy work: coloring a map, crossword puzzles
Common practices that we want to avoid
• Excessive copying
• Worksheets that are not aligned or purposeful
• Word searches
• Repeated single responses
• Doing homework in class• Excessive review of homework in class
• Earning “free time”
Common practices that we want to avoid
• Copying definitions or defining words with little context
• Practicing listening to reading (when the purpose/objective is not related to reading)
• Presentations that are not tied to a rigorous rubric; numerous presentations
• Random spelling and vocabulary
Quality Instruction
• Aligned
• Guaranteed and viable curriculum
• Effective lesson objectives and DOL or Evidence Outcomes
• Activities are aligned
• Purposeful
• Activities are relevant and challenging
• Every aspect of the class is tied to learning
• Time is managed to enhance learning
Quality Instruction
• Effective strategies
• Engaging
• Multiple response strategies
• Student learning is active
• Scaffold lessons
• Rigorous and Relevant
Quality Instruction
• Differentiated
• Individual student needs are met
• Appropriate interventions are planned and implemented with fidelity