INTENTIONAL INSTRUCTION

Intentional Instruction recognizes the potential of all classroom interactions as learning opportunities. Educators who engage who utilize this concept in their practice strive to create an environment that supports inquiry and facilitates both child and adult-guided learning experiences.  Within this framework, social behavior, such as sharing toys at recess can be used to illustrate academic concepts such as quantity and time while classroom lessons can make strong reference to children’s developing socialization. Intentional teaching requires keen awareness of the diverse ways that children learn and the ability to determine an appropriate balance between organic “teachable moments” and thoughtfully constructed lessons.  When artfully employed by highly-trained educators, however, Intentional Instruction creates an immersive environment in which learning is cultivated, supported and celebrated.

OUR APPROACH

CASDA’s Curriculum and Instruction experts meet with district and building administrators as well as instructional leaders to review current pedagogical practices and develop an action plan to effectively integrate Intentional Instruction. Strategies often include:

  • Overview seminar presentations to classroom instructors to explain the
    fundamental precepts of Intentional Instruction.

  • Strategies to apply Intentional Instruction to diverse content areas. 

  • Utilizing Intentional Instruction within the Common Core framework.

  • Modeling of both child-guided and adult-guided learning scenarios.

  • Recognizing and facilitating opportunities for child-guided learning.

  • Developing supportive environments for all learners.

  • Follow up evaluation, training and support.

 

Benefits

 

Intentional Instruction allows educators to draw on diverse resources to promote skill development and content mastery. Embracing the profound potential of child-guided interactions encourages strong student engagement and eliminates disconnect between traditional lessons and non-instructional periods. Granting instructors more autonomy and discretion in how they recognize and facilitate “teachable moments” forces them to develop in their practice and strengthen their craft. This dual empowerment of both teachers and pupils creates exciting learning opportunities leading to improved student outcomes.

 

Contact Us TODAY To Get Started!

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518.442.5045
University at Albany 
1400 Washington Ave
Catskill B27
Albany, NY 12222  

© 2019 Capital Area School Development Association