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G.R.E.A.T. Instruction

 

Tier 1 G.R.E.A.T. Instruction

Characteristics of First and Best Instruction for All Students

The G.R.E.A.T. Instruction framework outlines five intertwined elements of instructional practice that complement and enhance one another.  When integrated into learning experiences, these elements support each individual student to have a sense of belonging, persevere, collaborate, and grow. Educators can create a comprehensive and effective teaching approach that addresses the diverse needs of all students by integrating research-based strategies for strong Tier 1 instruction. 

This framework is based on the work of John O'Conner in "Turning Average Instruction into Great Instruction: School Leadership's Role in Student Achievement" (2009), and is aligned with the Marzano framework, Frey and Fisher’s approach to Teacher Clarity, and John Hattie’s Visible Learning.

 

GREAT

The G.R.E.A.T. Instruction framework is grounded in the understanding that effective instruction is: 

Guided by the Curriculum | Effective instruction has a clear lesson focus guided by the curriculum and linked to applicable grade-level standards that outline key concepts and skills at each grade level. Instruction is scaffolded by K-12 learning progressions along which students are expected to progress (NJSLS).

  • What am I Learning? Clear learning objectives are communicated to students and focus on what the students will know, understand, and can do in daily lessons.

  • Clear Lesson Focus: Strategically pre-planned lessons focus not only on coverage of content but also on uncovering new ideas to have students thinking deeply about facts, experiences, and theories. 

  • Explicit Instruction: Acquaints Students with the Discipline: Instruction is clearly linked to a core disciplinary concept or skill such that students know what they need to know and what they must be able to do.  Often includes direct instruction and cumulative built-in practice.

Rigorous & Relevant | Instruction is cognitively demanding and challenging to students as they apply essential concepts and skills to real-world, complex, and open-ended situations.

  • Why am I learning this? Students experience learning centered on stimulating content and meaningful application in real-world contexts. 

  • Range of Rigor: Learning activities go beyond memorizing and practicing to understanding, applying, creating, and evaluating.  Instruction contains deep understanding and mastery of critical disciplinary concepts and skills that are demonstrated.

  • Students Engage with Content:  Higher-order thinking opportunities are present for all students, e.g. explaining, finding evidence and examples, generalizing, applying, making analogies, and representing the topic in new ways.  

  • Students Apply Knowledge: Instruction promotes transfer; concepts and skills are applied to situations, issues, and problems in the world beyond school. Students’ new learning has meaning and value in contexts beyond the curriculum unit or classroom setting.

Engaging & Exciting | Students are directly involved and invested in discovering their learning.

  • What am I doing to learn this?  Instruction intentionally creates organized and cohesive experiences to assist students in making connections to key concepts.

  • Multiple Exposures to Make Connections:  Students are empowered to use prior knowledge to construct new learning and develop metacognitive processes. Instruction supports all students in making connections that construct new learning to make decisions and solve problems.

  • Students Working Together:  Instruction consists of a collaborative classroom climate is an apparent, routine, and accepted part of the learning process. Through collaboration with others, students experience learning that is authentic, holistic, and challenging.

Assessment FOR Learning | Formative assessment is a critical component of responsive learning cycles. Instruction includes opportunities for students to practice and review their learning and receive feedback.  Formative assessment informs day-to-day teaching and learning “moves.”

  • How will I know I learned it?   Establish and share what success looks like for every lesson. Students effectively and deliberately self-assess, track learning, and set goals. 

  • Data-Informed: Collect information to monitor student progress toward learning objectives and use it to adjust instruction, personalize learning, and improve student outcomes. Instruction is designed and delivered to match students' needs based on assessment data of students' prior knowledge, readiness, individual interests, and learning preferences to ensure all students acquire proficiency or mastery of essential grade-level concepts and skills. 

  • Effective Feedback: Provide students with regular descriptive feedback for action and improvement.  Assessment feedback identifies the specific knowledge and skills needed to reach learning objectives(s).

  • Build Students’ Self-Efficacy with the Power of Yet: Assessment is used by both teachers and students to revisit concepts and skills and adjust instruction, pacing, lesson plans, and learning based on carefully elicited evidence of student progress. 

  • Metacognition: Students engage in metacognitive practices to build awareness and understanding of one's thought processes and learning strategies.  Recognizing your strengths and weaknesses as a learner.

Tailored to the Individual Student (Differentiated Instruction) | Learner diversity is the norm.  Instruction is pre-planned but denotes flexibility within content, instruction, and product to allow for variances in students' starting points.

  • Proactive Approach: Instruction is designed and delivered to match students' needs based on assessment data of students' prior knowledge, readiness, individual interests, and learning preferences.
  • Learning to Learn: Various learning strategies and skills are taught and applied by all students.
  • Instructional Design and Scaffolds:  Learning experiences are shaped with individual students at the center.
  • Tiered Supports: Using data to guide instructional decision-making provides students with core, supplemental, and intensive levels of support.  *This may result in providing targeted, tier 2 instruction to supplement tier 1 instruction.