Wednesday May 19, 2021

Analysis of Instructional Practices

“Excellent instruction is less about what a teacher does and more about what students can do and

know as a result of the lesson.” Tony Wagner

What are my instructional practices? Do they affirm, build and guide my students to success?

Or do they bore them and hinder their progress?

As an educator it is my responsibility to ensure that my students are my main priority! The

curriculum is a guide. It is my methods of delivery that will hasten the interest and participation

of my students! As I reflect on my years as a teacher I am brought back to the days of “chalk and

talk”. Which truly was my initial experience as a teacher. I smile now as I allow my mind to drift

back into time and then the smile fades! It fades because I feel that there has been so much

injustice done to so many students who were expected to learn through one strategy. It was sadly

a system of, “one size fit all”. I have seen much growth over the years in my instructional

practices but a teacher’s store basket in my own opinion is never too full to accommodate yet

another, more influential strategy! My instructional strategies have changed over the years and

that is because I have seen that our students need us to be more open-minded, more motivational,

more in sink with their needs. I am now educating 21st century learners who are far beyond me

in the use of technology. Prensky, (2001) refer to them as digital natives, those who grew up

using technology. For me as an educator to be able to influence and be of any form of driving

force for my students, I have to be constantly changing and adapting to new instructional

strategies that stimulates students’ interest and allows them to lead their learning.
As I venture deeper into the Masters in Educational Leadership course I am challenged, I am

challenged to be a better instructional leader! How do I accomplish this? I look to the research!

Hlebowitsh, (2005) states that, an educational experience must be “by design and by operation,

and ultimately, by effect responsive to the nature of the learner, to the values of society and to

some framework of useful and empowering knowledge” I am therefore, in constant reflection of

my instructional practices and how they impact my learners; as to, whether or not what is being

planned and taught is adequately preparing them to become productive, well adapted members of

the society.

How do I know that my instructional strategies are effective?

Lombardi, (2007) states that, “Learning-by-doing is generally considered the most effective way

to learn.” Another source coil it this way, “Real-world connections to learning are important

because authentic pedagogy of both instruction and assessment tasks is a strong indicator of

student achievement” (Newman & Associates, 1996). I believe that successful teachers must

think “outside the box” in regards to varied instructional strategies in order for those connections

to be made. Students need to build strong partnerships with teacher as well as peers in an effort

to bridge learning gaps and provide students with lasting authentic learning experiences.

So, what are my instructional practices?

They are differentiated! No, “one size does not fit all” and with this knowledge, I strive to ensure

that all my learners are adequately supported. Each one learns differently and it is my duty as an

instructional leader to ensure that each lesson is multifaceted so that each learner can walk away

with a feeling of fulfilment and accomplishment.

How can we as instructional leaders enhance instruction to better support and engage our

students?

We can differentiate! We must move our classrooms into the realm of the 21st century learner in

order to provide that authentic learning experience that will provide our students with the real-

world experiences that is needed to do life. We need to be equipping our students with real life

skills and attitudes that will be the source of their strength as they seek to do life beyond their

schooling.

What is the administrators’ role in ensuring quality instruction is taking place in our school?

They must maintain dialogue on the shared vision. Constant reminder to all stakeholders of the

standards that are expected. Modelling, collaboration and accountability at all levels.

If I want my students to “Be the change they want to see in the world” (Mahatma Gandhi) then I

need to ensure that I am making that worthwhile impression in their lives through the use of

varying instructional strategies. I try to reach each one at their point of need, through the

authentic strategies that provides each student with a real-world view of who they are, how they

fit into the new story Drake, Reid & Kolohon, (2011) and how they impact their world one step

at a time.

References

Drake, S. M., Kolohon, W., & Reid, J. L. (2014). Interweaving curriculum and classroom

assessment:Engaging the 21st century learner. Oxford University Press.

Hlebowitsh, P. S. (2005). Designing the school curriculum. Allyn & Bacon.

Newmann, F. M. (1996). Authentic achievement: Restructuring schools for intellectual quality.

 Jossey-Bass.

Prensky, M. (2001). Digital natives, digital immigrants. On the Horizon, 9(5): 1-6.

Rule, A. C. (2006). The components of authentic learning. Lombardi, M. M. (2007). Authentic

learning for the 21st century: An overview. Educause learning initiative, 1(2007), 1-12.

Wilson, D. L. (2011). Successful Educational Leadership at High Performing Schools. Online

Submission, 8(3), 393-398.