Content Start
The research is clear. High-quality instruction is one of the strongest influences on student learning and achievement (Hightower, et al., 2011). So, what exactly does high-quality instruction look like? Furthermore, how do we ensure that educators share a common vision and understanding of it? The Florida Department of Education (FDOE) is addressing these issues head-on through the Benchmarks-Aligned, High-Quality Instruction project.
This project focuses on supporting the implementation of Florida’s Benchmarks for Excellent Student Thinking (B.E.S.T.) Standards for Mathematics through evidence-based Tier 1 instruction. The Gulf Comprehensive Center (Gulf CC) has collaborated in this work to help develop a Mathematics Practice Profile. This practice profile defines six specific core components of high-quality mathematics instruction:
- Corrective feedback
- Differentiated instruction
- Explicit instruction
- Inquiry-based instruction
- Scaffolded instruction
- Systematic instruction
Defining these components in detail helps establish a common vision for impactful instruction in the effort to close achievement gaps and bolster student achievement. The accompanying infographic outlines the roadmap for districts and schools that are engaged in this work.
Benchmarks-aligned, high-quality mathematics instruction results in (a) deeper student understanding of mathematical concepts, strategies, and skills; (b) increased student engagement with mathematics; and (c) improved student learning outcomes. Leveraging the principles of implementation science, the Gulf CC and FDOE teams have partnered to provide professional learning, coaching, and ongoing support to district and school teams. This collaboration ultimately aims to strengthen mathematics instruction that aligns to Florida’s B.E.S.T. standards and integrates the core components of high-quality instruction.
Author: Samuel Glickman, Gulf Comprehensive Center
To provide feedback on this blog, use this link or the QR code:
Reference
Hightower, A. M., Delgado, R. C., Lloyd, S. C., Wittenstein, R., Sellers, K., & Swanson, C. B. (2011, December). Improving student learning by supporting quality teaching: Key issues, effective strategies. Editorial Projects in Education, Inc. https://epe.brightspotcdn.com/96/bd/c7ea3e084ade93466ae02042ba7d/eperc-qualityteaching-12.11.pdf
The contents of this website were developed under a grant from the U.S. Department of Education (Department). The Department does not mandate or prescribe practices, models, or other activities described or discussed in this document. The contents of this website may contain examples of, adaptations of, and links to resources created and maintained by another public or private organization. The Department does not control or guarantee the accuracy, relevance, timeliness, or completeness of this outside information. The content of this website does not necessarily represent the policy of the Department. This publication is not intended to represent the views or policy of or be an endorsement of any views expressed, or materials provided by any Federal agency.