Practice #3

Learners are taught thoroughly and to mastery, insuring success for all.  Whole group instruction is interwoven with flexible group instruction and individual instruction.

Contents include
Materials, Strategies, and web links in the following sections:

Implementation Basics

Ideas for Implementation

Implementation Evaluation and Goal Setting

Life Principle

Expectation

Quotes

Hand Signs

Practice Connections

Practice Characteristics

Evidence of Practice

Research

Literature

Vocabulary

Music & Video Links

Learning Strategies

Mind Map

Goal Setting Process with Individual and Class Forms and Examples

 Printable Material links are found in each section.

Introduction to Practice #3

The following guide contains some practical resources to aid in the implementation of Practice #3.  It includes the characteristics and evidence of the practice with direct links to specific online materials available on the Great Expectations website, http://www.greatexpectations.org/.  Ready-to-use strategies and printable documents are available for immediate use.  

Practice #3

Learners are taught thoroughly and to mastery, insuring success for all.  Whole group instruction is interwoven with flexible group instruction and individual instruction.

The WHY? of Practice #3!!

Implementation supports a Culture of Respect by:

  • Meeting the learner self-esteem needs through connections, unique-nesses, a sense of power and strong, effective models. (four basic self-esteem needs, Beane, 1992)
  • Providing balanced learning experiences in which learners are valued as contributors in designing goals and activities based upon current standards and objectives.
  • Using whole group instruction to build a common base of information and experiences
  • Motivating learners by building a sense of belonging and usefulness.
  • Changing the learner's role from passive to active taking more responsibility and ownership for their learning.


 Benefits that contribute to Academic Excellence include:

  • Teaching learners thoroughly and to mastery shifts the focus of instruction to providing enough time and employing instructional strategies so all learners can achieve their maximum potential.
    For Research: see  Rationale for 17 Practices  Practice #3 - pages 8-9 on Great Expectations website

The WHO?       EVERY LEARNER!

The WHERE?  EVERYWHERE learners are engaged in the instructional process.

The WHEN?  When mastery is the goal, instruction is guided by the mastery process.  It is an all-encompassing attitude and effort towards learning and instruction for every learner.


"Teamwork divides the task and multiplies the success." --Author Unknown

  (Printable Poster)

Main objection:   "This takes too much time!"  

Response:   What are the goals for all learners?

  • Mastery of instructional concepts, processes, and procedures focusing on strategies that ensure success for all learners.
  • Creating an educational environment where learners take responsibility for their learning
  • Meeting self-esteem needs resulting in a strong sense of community and support

Practice 3 supports the Task-related skills and Maturity skills listed under The 8 Keys to Employability:

Task-related skills

  • Complete work on time 

  • Follow oral, written and visual 
instructions 

  • Not distracting or distractible 

  • Work neatly
  • Stick with a task & keep busy

Maturity

  • Dependable
  • Accept responsibility
  • Don't let personal problems interfere
  • Willing to perform extra work
  • Pride in their work

     





http://educationnorthwest.org/sites/default/files/DevelopingEmployabilitySkills.pdf