High-Leverage Practices

Eliciting and responding productively to student thinking is the core work of teaching. Children’s ideas are fundamental resources for instruction, and teachers deliberately unpack each student’s thinking and use what they learn to design instruction for that student and for the whole class. They seek to understand students’ ideas, questions, and ways of thinking, including possible misconceptions, and work continuously to identify students’ strengths and areas for growth. Teachers draw out student thinking and skills through carefully chosen questions and tasks, and attend closely to what students do and say. They consider and check alternative interpretations of student ideas and methods. Teachers are attentive to how students might hear their questions and to how students communicate their own thinking. Teachers use what they learn about student thinking for formative assessment, to guide instructional decisions, and to surface ideas that will benefit other students.

Every content area has norms and practices for how people construct and share knowledge. These vary across subjects but often include establishing hypotheses, providing evidence for claims, and explaining one’s reasoning to others. Teachers name these norms and practices, provide scaffolds, model, and offer opportunities for students to use the norms and practices. These norms and practices support students to engage productively in content-area learning.

We use the term “norms” to refer to a widely shared and accepted standard for work in a discipline. Subject-specific norms exist outside of individual classrooms and are often the standards of a discipline. This is not determined by a single teacher in a classroom, but by the broad community of disciplinary experts. It is through routines or practices that a norm is regularly carried out in a particular context and content area.

In a group discussion, the teacher and all of the students work on specific content together, using one another’s ideas as resources. The purposes of a discussion are to build collective knowledge and capability in relation to specific instructional goals and to allow students to practice listening, speaking, interpreting, and agreeing and disagreeing. The teacher and a wide range of students contribute orally, listen actively, and respond to and learn from others’ contributions. Teachers work to ensure students are positioned as competent among their peers, that patterns of interaction are respectful, and that the collective work of the group uses the strengths of and benefits each student.

Explaining and modeling are practices for making a wide variety of topics, academic practices, and strategies explicit to students. Teachers determine when explaining or modeling can help to make explicit content and practices that often remain tacit or invisible. Teachers might use simple explanations when working with straightforward content. They might choose modeling, which includes verbal explanation as well as thinking aloud and demonstrating when sharing the metacognitive process, to provide greater access to students about strategies and practices.