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"Scientific Learning's Fast ForWord Language series included on NCRTI Instructional Intervention Tools Chart Printable Version Email this page September 20,2011 The National Center on Response to Intervention (NCRTI) has added the Fast ForWord® Language series program from Scientific Learning (NASDAQ:SCIL) to its "Instructional Intervention Tools Chart." The NCRTI publishes the Instructional Intervention Tools Chart to help educators and families select instructional intervention programs that best meet their particular needs. Through intensive, individualized interventions, Fast ForWord Language Series helps districts move elementary Tier 3 students, as well as struggling students, English language learners, and those with special needs, toward grade level reading skills-and success in the general classroom. Fast ForWord Language Series is part of the Fast ForWord family of educational products that accelerates learning by applying proven research on how the brain learns. The products can improve student achievement by one to two years in as little as eight to 12 weeks."

"Change is complicated... Instructional coaches can help alleviate some of the burden of change. Instructional coaches are on-site professional developers who teach educators how to use proven teaching methods. Some problems are too big for one teacher... Instructional coaches are partners in the change process. They work one-on-one with teachers to make it easier to adopt the instructional methods that can make a difference to students' success. Instructional coaches are team members, who help pull together and lead the right combination of school staff to reach common goals. Building networks for change in schools... Drawing from lessons learned during nine years of research on coaching, KU-CRL offers Instructional Coaching Institutes to explore issues and ideas related to this popular and effective form of professional development. Click here to learn more"

Welcome to our WIKI.  This site contains information regarding Instructional Planning for Students with Disabilities: instructional practices components of quality and compliant goals using Ohio's New Learning Standards to identify strengthens and needs using identified strengths and needs to generate quality goals differentiating instruction reviewing and exploring tools and resources

"The Rubric for Online Instruction (ROI) is a tool that can be used to create or evaluate the design of a fully online or blended course.  The rubric is designed to answer the question, "What does high-quality online instruction look like?" "

"The Big Four is a comprehensive framework for instructional excellence that is made up of four high-leverage practices that are both easy for teachers to implement and have the greatest effect in terms of effect on teaching and learning.  These four key areas are classroom management, content planning, instruction, and assessment forlearning. "

"Book trailer for Jim Knight's High-Impact Instruction. Jim Knight provides a simple but powerful framework and set of tools for improving "the Big Four" elements of quality teaching: community building, content planning, instruction, and assessment for learning."

"It gives me hope for quality classroom instruction in elementary mathematics. Be sure to notice the transition to a new task at the 4-minute mark, and how the teacher deals with the struggle that occurs at the 6-minute mark. Also please look in the kids' eyes. Watch their body language and their waving hands. Watch them think. Kids are practicing facts in this classroom. The teacher is providing instruction. Contrast with this (which is not a joke). You can flip this latter instructional sequence because it involves telling and choral response."

"The Instructional Framework (IF) is the Akron Public Schools (APS) articulation of high quality teaching and learning. It is research and "best practice" based."

"The video library is an innovative and differentiated resource that brings the Common Core instructional shifts, teacher and leadership evaluation and data driven instruction to life. The library, which will house hundreds of videos from around New York state, captures teaching and evaluation along a developmental arc and tags for characteristics like grade level, subject area, Common Core Standards and instructional shifts and teacher and leader evaluation rubric indicators."

"Response to Intervention (RtI) has been described in Florida as a multi-tiered system of supports (MTSS) for providing high quality instruction and intervention matched to student needs using learning rate over time and level of performance to inform instructional decisions. Phase 1 of implementation for Problem-solving and Response to Instruction/Intervention, came to a close in 2011. Phase II of the statewide implementation of a MTSS has emerged. Read more about the history and future of MTSS in Florida."

Differentiating instruction is a time-tested way of thinking about meeting students' needs as they make progress toward achievement or learning targets.  Differentiation is an elegant mindset that suggests to teachers a framework that permits them to engage students while focusing on learning results, and digital technologies offer many opportunities to differentiate instruction in meaningful ways.  However, differentiating instruction takes a concerted planning effort on our parts as teachers and teacher educators

Project-Based Learning (PBL) naturally lends itself to differentiated instruction. By design, it is student-centered, student-driven and gives space for teachers to meet the needs of students in a variety of ways. PBL can allow for effective differentiation in assessment as well as daily management and instruction.

"For years, students with significant support needs (SSN) received little or no literacy instruction as their education programs focused on life skills, social skills, and vocational training. The little literacy instruction they did receive relied on teaching methods that we now know helped them learn simple component skills in isolation. For example, students matched upper and lower case letters or learned a limited set of sight words. Unfortunately, this instruction never helped students with SSN learn how to read or write to gain or convey meaning. A series of changes in education laws, along with the efforts of students, families, and educators, have raised expectations for academic achievement for students with SSN."

"College STAR professional development modules are organized around the three principles of Universal Design for Learning. Many of these modules originate from a direct attention to hearing student voices on the college campus. Students identify and describe examples of effective teaching practices, strategies, resources and routines used by faculty members across campus. These nominated instructional practices become the topics for some of these modules. Each module contains an alignment of the instructional practice with principles of Universal Design for Learning, a description of how the practice has been implemented by university instructor(s), a brief summary of professional literature that supports the instructional practice, and additional resources for viewers."

"Critical thinking is thinking that assesses itself. To the extent that our students need us to tell them how well they are doing, they are not thinking critically. Didactic instruction makes students overly dependent on the teacher. In such instruction, students rarely develop any perceptible intellectual independence and typically have no intellectual standards to assess their thinking with. Instruction that fosters a disciplined, thinking mind, on the other hand, is 180 degrees in the opposite direction."

"This resource provides teachers with an Alberta context for differentiated instruction, and information and strategies for implementing differentiated instructional practices to better meet the diverse learning needs of all students"

"Differentiated Instruction: Setting the Pedagogy Straight Article Description: Rick Wormeli responds to criticisms and questions about the effectiveness of differentiated instruction."

This document was developed to clarify the relationship between Specially Designed Instruction, Universal Instruction and Interventions within a multitiered system of supports (MTSS) for educators developing, improving and maintaining systems of support for all students.

Yet studies of principal behavior in schools makes clear that spending time in classrooms to observe, monitor, and evaluate classroom lessons do not necessarily lead to better teaching or higher student achievement on standardized tests. Where there is a correlation between principals' influence on teachers and student performance, it occurs when principals create and sustain an academic ethos in the school, organize instruction across the school, and align school lessons to district standards and standardized test items. There is hardly any positive association between principals walking in and out of classrooms a half-dozen times a day and conferring briefly with teaches about those five-minute visits.The reality of daily principal actions conflicts with the theory.

This chapter is written for two books. For the Emerging Perspectives on Learning, Teaching and Technology (EPLTT) book, this chapter serves as an introduction. For the Foundations of Instructional Technology book, this chapter serves as an overview of learning and instructional theory. Each chapter contains a thorough description of a theory, model, or strategy along with multimedia files that support and illustrate the content.