Tier 1 Instruction and Teaching Students to Drive Their Learning

Before the lesson is prepared, the teacher should have a clear idea of the learning outcomes. They should know what, specifically, the student should be able to do and understand due to the teaching.

• False

• True

The teacher needs to know what success criteria of performance are expected, when, and what students will be held accountable for from the lesson/activity.

• True

• False

Learning outcomes = learning targets + formative assessment

• True
• False

Other critical parts of effective Tier 1 instruction are

• hook/beginning motivational activity

• presentation of the lesson: inputting, modeling, checking for understanding

• guided practice

• closure of the lesson

• independent practice

Quality Tier 1 instruction has a high effect size/impact on student learning

• True
• False

Explicit teaching strategies ("I do/we do/you do") has a significantly high (positive) effect size/impact on student learning.

• True
• False

Lecturing students has a significantly low (negative) effect size/impact on student learning.

• True

• False

When teacher make learning outcomes and success criteria clear to students, there is a high effect size/positive impact on student learning.

• False

• True