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Indicators of Deeper Instruction

A framework for Deeper Instruction - An excerpt from Learning That Lasts

Created By

EL Education

Topic

  • Professional Development

Type

Guidance Documents

Key to our approach to empowering students as learners is fostering their growth mindset, instilling in them the belief that they can “get smart” through effort. Intelligence is not something that they’re born with, but something that they develop through perseverance and strong habits of scholarship. When students adopt this mindset they can produce extraordinary high‐quality work and achieve at levels they may not have thought possible. Learning is within their control.

The following questions can guide teachers when planning for empowerment:

  • How will I structure the lesson so that students take responsibility for their learning?
  • How will they assess and track their progress? How will we debrief learning experiences?
  • What scaffolding can I provide to help students do high‐quality work?
  • Are there parts of the lesson that I can turn over to students to lead?
  • Does the lesson give students an opportunity to articulate why the learning matters?

Download this document to see Table I.1  from Learning That Lasts for the indicators of deeper instruction, aligned to each part of this framework.

Created By

EL Education

Topic

  • Professional Development

Type

Guidance Documents

Key to our approach to empowering students as learners is fostering their growth mindset, instilling in them the belief that they can “get smart” through effort. Intelligence is not something that they’re born with, but something that they develop through perseverance and strong habits of scholarship. When students adopt this mindset they can produce extraordinary high‐quality work and achieve at levels they may not have thought possible. Learning is within their control.

The following questions can guide teachers when planning for empowerment:

  • How will I structure the lesson so that students take responsibility for their learning?
  • How will they assess and track their progress? How will we debrief learning experiences?
  • What scaffolding can I provide to help students do high‐quality work?
  • Are there parts of the lesson that I can turn over to students to lead?
  • Does the lesson give students an opportunity to articulate why the learning matters?

Download this document to see Table I.1  from Learning That Lasts for the indicators of deeper instruction, aligned to each part of this framework.

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