Elements of Effective Instruction

The Elements of Effective Instruction framework outlines five intertwined elements of instructional practice that
complement and enhance one another. When integrated into learning experiences, these elements foster student
engagement with the ultimate goal of improving student outcomes and achievement. The framework is grounded
in the understanding that students are more interested and invested in their learning when they feel safe in their
learning environment, understand what they are learning and why it matters, have opportunities to practice,
receive clear feedback on their work, and engage in complex, meaningful thinking.

The tool below supports educators to design and facilitate learning experiences that reflect the five elements
of effective instruction and incorporate the corresponding key traits. While applying the key traits is critical, a
demonstrated commitment to each element’s supporting beliefs is a necessary foundation for fostering student
ownership of learning and ensuring equitable outcomes for all students.

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Student Engagement
a result of effective instruction
Engaged students are curious about and invested in their learning. They make choices about what and how they
learn and can explain the relevance and importance of their work. Genuine engagement leads to deeper learning
and improved outcomes.

2019. This work by Great Schools Partnership is licensed under a Creative Commons
Attribution-NonCommercial-ShareAlike 4.0 International License.
The Elements of Effective Instruction
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Learning Environment: The learning environment in

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Supporting Beliefs
• The learning environment is a shared domain between students, teachers, families, and other partners.
• Positive and meaningful relationships are the foundation of a productive learning culture.
• Safety and respect are vital to engagement and risk-taking.

Key Traits
Physical Space and Routines Relationships and Culture
• Clear, consistent, and respectful routines, • Teachers, students, and families establish and
procedures, and expectations are collaboratively maintain positive relationships.
established; students know what is expected, • Families are included and engaged in a variety of
when, and why. ways to promote student learning.
• Tools and materials are readily available to • All students feel safe to take risks and participate.
students.
• Students are supported in building productive
• The learning environment can be configured in relationships with a variety of classmates across
different ways to best fit the task at hand. differences.
• Students are empowered to use and move around • Students collaborate with each other throughout
the learning environment in ways that support their the learning process.
learning.
• Making multiple attempts and mistakes is
expected, accepted, and used as a foundation for
further learning.

–2–
The Elements of Effective Instruction
Learning Environmen

Clear, Shared Outcomes

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Clear, Shared Outcomes: The learning outcomes

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are shared and internalized by teachers and

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students. These outcomes anchor and guide the Engagement

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choices of instructional activities, materials, practice

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assignments, and assessment tasks. Outcomes

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Supporting Beliefs
• Everyone involved in the learning process must know where they are going and why the work matters.
• Teachers and students need to be invested in the learning process to achieve outcomes.
• A culture of reflection is necessary for students to set and adjust personalized goals.

Key Traits
• Learning outcomes are clear—both long-term (e.g., graduation standards and performance indicators) and
short-term (e.g., learning targets).
• Clear descriptions of what success looks like are established and shared.
• Materials, activities, and assessment tasks are selected by teachers and students to align with the learning
outcomes.
• Students can explain how tasks and experiences align to learning outcomes.
• Students use standards and learning targets to reflect on their own progress and set goals for growth.

–3–
The Elements of Effective Instruction
Varied Content, Materials, and Methods Learning Environmen
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Varied Content, Materials, and Methods

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of Instruction: Students explore ideas and

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information in varied ways and access learning Engagement

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through multiple entry points. Teachers select

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content and materials to engage and meet the

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needs of all learners.

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Supporting Beliefs
• Selected content must foster and reflect an understanding of multiple perspectives, critical issues, and the
diversity of our world.
• Learners must see themselves represented in the materials and connect to the content in authentic ways to
become fully engaged.
• Different entry points, options for exploration, and end products are critical for student engagement and
success.

Key Traits
Content Process Assessment
• Instructional materials and • Students make meaningful • Students have choices about
activities reflect the identities of choices about their learning and how they demonstrate their
learners in the community and are taught how to make those learning.
the diversity of our world. choices well. • Students use multiple and
• Content is selected and • Students learn new information varied pathways to reach
explored in ways that foster in different ways–inquiry, common ends.
and reflect an understanding of investigation, presentation, etc. • Students use varied tools and
multiple perspectives and critical • Student groupings are flexible, supports (including technology)
issues. varied and intentionally matched to demonstrate learning.
• Teachers select materials to the activity and learner. • Assessments are relevant,
for instructional activities to • Students use a range of authentic, and purposeful.
meet the needs of a variety of methods (differentiated
learners. homework, reading, activities)
• Students have choice in and supports (including
materials and topics in order to technology) to advance their
meet learning outcomes. learning.
• Time and structures support
reteaching and extension of
learning, as needed.
• Resources and materials
improve accessibility for a variety
of learners.
–4–
The Elements of Effective Instruction
Learning Environmen
Practice and Feedback
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Practice and Feedback: Students have

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opportunities to practice what they are learning

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and are given timely, specific feedback based on Engagement

their current performance in relation to the desired

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Supporting Beliefs
• Learning is a cycle that includes goal-setting, successes, multiple attempts, and course corrections.
• Productive practice and novel application of skills are essential for learning.
• Timely, specific, and varied feedback is a catalyst for growth.

Key Traits
Practice Feedback
• Routines, strategies, and instruction support • Teachers give students feedback that is timely,
student learning of essential skills and knowledge specific, and actionable.
by providing opportunities for practice. • Students are taught how to give, interpret, and use
• Opportunities for practice allow students to work feedback in their learning.
independently, cooperatively, and with teacher • Students have opportunities to give, receive, and
guidance use feedback to revise essential pieces of work.
• Students practice applying complex skills over time
within and across disciplines.

–5–
The Elements of Effective Instruction
Learning Environmen
Complex Thinking and Transfer
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Complex Thinking and Transfer: Students

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are coached and taught to engage in higher Student
order thinking through instructional activities

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and practice tasks. Curriculum, instruction and

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assessments are designed to prompt complex

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thinking, integration of concepts and ideas, and

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Supporting Beliefs
• Every student is capable of complex thought and transfer of learning.
• Higher order thinking promotes student engagement.
• Learning that promotes transfer of knowledge and skills prepares students for the future.

Key Traits
• Students engage in complex thinking throughout all stages of learning—from the introduction of new
material to the application of what has been learned.
• Students ask and are asked questions that help them access and integrate knowledge to analyze,
evaluate, and draw conclusions.
• Students are taught how to integrate and apply what they have learned within and across content areas and
are given opportunities to practice.
• Students wrestle with complex and authentic problems.

–6–