Brief Instruction Steps
Overview
Content that is provided in clear, short chunks can support students' Working Memory. Simple, sequential oral instructions can be complemented with visual cues to further support Working Memory.
Example: Use This Strategy in the Classroom
Watch how this math teacher delivers her instructions by chunking and using a mnemonic device. She also checks for understanding and records the steps on the board.
Design It into Your Product
References: Brief Instruction Steps
American Psychological Association, Coalition for Psychology in Schools and Education. (2015). Top 20 principles from psychology for preK–12 teaching and learning. Retrieved from http:// www.apa.org/ed/schools/cpse/top-twenty-principles.pdf
Alloway, T.P. (2006). How does working memory work in the classroom? Educational Research and Reviews, 1(4), 134-139.
Gavalcová, T. (2008). On strategies contributing to active learning. Teaching Mathematics and Its Applications: An International Journal of the IMA, 27(3), 116-122.
Moonsamy, S. (2015). Metacognition: A tool for a strategic-thinking teacher when mediating in the classroom. In E. Walton & S. Moonsamy (Eds.), Making education inclusive (pp. 113-129). Cambridge, UK: Cambridge Scholars Publishing.
Mustafa, K. O. C. (2005). Individual learner differences in web-based learning environments: From cognitive, affective and social-cultural perspectives. Turkish Online Journal of Distance Education, 6(4).
Rock, M. L., & Thead, B. K. (2009). Promote student success during independent seatwork. Intervention in School and Clinic, 44(3), 179-184.
Rosenshine, B. (2012). Principles of instruction: Research-based strategies that all teachers should know. American Educator, 36(1), 12-19, 39.
Willis, J. (2006). Research-based strategies to ignite student learning. Alexandria, VA: ASCD.
Additional Resources
Additional examples, research, and professional development. These resources are possible representations of this strategy, not endorsements.
Factors Supported by this Strategy
More Teacher Modeling & Support Strategies
Teachers support language development by using and providing vocabulary and syntax that is appropriately leveled (e.g., using simple sentences when introducing complex concepts).
Building positive and trusting relationships with learners allows them to feel safe; a sense of belonging; and that their academic, cognitive, and social and emotional needs are supported.
Teaching students how to label, identify, and manage Emotion helps them learn Self-regulation skills.
Actively and authentically encouraging all students to seek support, ask questions, and advocate for what they believe in creates a safe space for risk-taking and skill development and supports a Sense of Belonging.
Teachers can help students understand that learning involves effort, mistakes, and reflection by teaching them about their malleable brain and modeling their own learning process.
Attributing results to controllable aspects (strategy and effort) fosters students' beliefs in self.
By talking through their thinking at each step of a process, teachers can model what learning looks like.
Teachers sharing math-to-self, math-to-math, and math-to-world connections models this schema building.
Maintaining consistent classroom routines and schedules ensures that students are able to trust and predict what will happen next.
Providing students a voice in their learning is critical for making learning meaningful.
Wait time, or think time, of three or more seconds after posing a question increases how many students volunteer and the length and accuracy of their responses.
