Characteristics of Best Instructional Practices

Kauffman, J. M., Pullen, P.L., Mostert, M. P., & Trent. (2011). Managing classroom behavior: A reflective case-based approach. (5th ed.) Boston: Allyn & Bacon.

ClarityLevelOpportunitiesConsequencesSequence

RelevanceApplicationMonitoring(p.25)

Keys to offering effective Instruction:CLOCS-RAM

“The student must know exactly what to do.”

(i.e., have no doubt about what is expected).

(p.25)

Clarity

“The student must be able to do the task with a high degree of accuracy.”

(i.e. “Be able to get at least 80% correct, but the task must be challenging.”)

(p.25)

Level

“The student must have frequent opportunities to respond.”

(i.e. “be actively engaged in the task a high percentage of the time.”)

(p.25)

Opportunities

“The student must receive a meaningful reward for correct performance.”

(i.e. “the consequences of correct performance must be frequent and perceived as desirable by the student.”

(p.25)

Consequences

“The tasks must be presented in a logical sequence so that the student gets the big idea.”

(i.e. “ steps must be presented and learned in order that the knowledge of a skill is built on a logical progression of framework of ideas, which is a systematic curriculum).

(p.25)

Sequence

“The task is relevant to the student’s life and, if possible the student understands how and why it is useful.”

(i.e. “the teacher attempts to help the student see why in his or her culture the task is important.”)

(p.25)

Relevance

“The teacher helps the student learn how to learn and remember by teaching memory and learning strategies and applying knowledge and skills to everyday problems.”

(i.e. “ teaches generalization, not just isolated skills, and honors the student’s culture.”

(p.25)

Application

“The teacher continuously monitors student progress.”

(i.e. “records and charts progress, always knows and can show what the student has mastered and the student’s place or level in the curriculum.”)

(p.25)

Monitoring