Essential Elements of Instruction

In Pittsburgh, we have extended Charlotte Danielson’s third domain of instruction from five components to seven components. Through communicating with students; using questioning and discussion techniques; engaging students in learning; using assessments in instruction; demonstrating flexibility and responsiveness; impacting student growth; and implementing lessons equitably each teacher is able to show how they execute their plans that they developed through domain one of planning, preparation, and assessment. Each of the seven components allows practitioners the ability to show that all of their students are highly engaged in the learning and can contribute to their own success, as well as to that of their classmates, through active involvement and participation in equitable discussions.

In the first component under instruction, communication plays an important part in the education of our children. Communication can be verbal, nonverbal, or written but must be clear and articulate. Students must be able to understand directions, expectations, and important concepts to have success in the classroom.

Another essential element of instruction is how the practitioner uses questioning and discussion techniques. These techniques are an intricate part of every distinguished teacher’s lesson. When questions are higher ordered and when the teacher allows for appropriate wait time for the student response, the product is then able to be of high quality and rigor. This is also where the proficient teachers are able to recognize and clarify any student misconceptions, as well as, provide opportunities for students to partake in “Accountable Talk” moves that promote good discussion among their students.

The third component is engaging students in learning. It is essential that students aren’t just on task physically, but are fully engaged intellectually promoting rigorous and deep learning. Another characteristic of this component is the meaningful and purposeful grouping of the students that allow the each student to be a resource to each other as they move through challenging content.

A fourth essential element of instruction is using assessment to inform instruction. Teachers must continuously monitor student learning so that they can make any necessary changes. Another important part of this component is teacher feedback which should be accurate, specific, and timely which allows students to correct their own errors. If students are clear about their own instructional outcomes then the teachers can help students monitor and adjust their own learning.

The fifth instructional component is demonstrating flexibility and responsiveness. The teacher must be able to respond flexibly to a situation and utilize alternative activities or multiple activities, if necessary, to make the learning experience more valuable for each student. A few of the reasons to be flexible might be if the activity is not working as expected; an event occurs that the teacher realizes could be an outstanding learning opportunity; or if several of the students are struggling with the content being presented.

The last two components that were added in Pittsburgh are, impacting student growth and implementing lessons equitably that were both inserted to address the racial disparity in PPS. The impact of student growth and success of all our students, but specifically the growth and success of our African American students, are the major emphasis of this component. The phrase “effort creates ability” is baked into the classroom culture and is emphasized and embraced through relationships between the learners and the practitioner.

The last element of instruction is directly related to being culturally responsive in the teacher’s practices and the wide array of strategies that are employed through the practitioner’s pedagogy. The teaching of multi-sensory learning styles is important to many students but especially to our African American students. Touching upon students senses allow those non-traditional learners to achieve success. Kinesthetic learners, visual learners, and auditory learners all are reached through different avenues.