Deeper Instruction is a framework for daily instruction that challenges, engages, and empowers students. This framework forms the spine of EL Education's book Learning That Lasts. The framework can also be used as a stand-alone tool for learning about deeper instruction.
The goal of this tool is to ensure that students across EL classrooms and schools experience lessons that are rigorous, engaging, and student-centered. When planning, observing, and/or reflecting on lessons, teachers, coaches, and school leaders can refer to the set of criteria and “look fors” below. Please note that this tool is not intended to be a comprehensive list of criteria for quality lessons. There are many vital dimensions of a classroom that this tool is not meant to assess, such as a safe and respectful classroom culture, efficient routines, and classroom environment. Feel free to adapt or draw from this tool to inform other tools your school may use. This is not meant to be a stand-alone tool, but rather needs to be surrounded by systems and structures that engage and support teachers in designing and implementing deeper lessons.
EL Education is built on ten design principles that reflect the educational values and beliefs of Kurt Hahn, founder of Outward Bound. These principles also reflect the design's connection to other related thinking about teaching, learning, and the culture of schools.
A series of posters illustrating EL Education's 10 design principles with high-quality student work drawn from Models of Excellence.
The Digital Planning Templates, or task cards, are extensive, but that is by design. They will help the user internalize the purpose and flow of the curriculum over weeks and months to understand the backwards design, to feel fully prepared to teach the texts, and to see how the Labs and ALL Block deepen student learning and provide additional time to practice important skills.
A compendium of protocols (structured conversations) used in the EL Education Language Arts Curriculum Module Lessons, as well as writing rubrics (opinion, informative, narrative), speaking and listening checklists, and an explanation of conversation cues. Serves as a critical ongoing reference document alongside the K–5 module lessons in the EL Education Language Arts Curriculum.
This is the Spanish version of the EL Glossary of Terms.
Educators at EL Education’s Curriculum Design Intensive collaborate to design the structure and themes of the ELA grades 3-8 Common Core-aligned curriculum.
Our definition of student success combines academic achievement, character and high quality work. We believe that academic success is built on strong character qualities of collaboration, perseverance, responsibility and compassion, and that character is shaped through engaging and challenging academic work.
Tenth grade students in San Diego, CA created a professional-quality book explaining key terms and concepts in economics. Students defined economic terms in language that non-economists could understand; described current situations in which those concepts were present in our everyday lives; and created cut-block print illustrations. This film features interviews with the humanities teacher, art teacher, and former students. It raises questions about what understanding and memorable learning actually looks like.
Ultimately, if coaching is effective, teachers have ownership for the process and understand that coaching is in service of student achievement. This may be evidenced through the teacher being able to articulate a clear purpose for coaching, a commitment to the process, comprehensive tracking of learning, and the teacher taking a lead role in his/her own coaching sessions.
EL Education does not provide a discrete character education program because we believe that character is not separate from scholarship: character education happens all day long. Explicit focus on character, reflection on character, and critique of character is present in every part of school, whether students are in hallways or in classes. School leaders and staff model positive character in all settings, in front of students and apart from students. Schools embrace the Structure of Crew and the Spirit of Crew: everyone thinking and working to help others in a team approach all day long.
Coaching relationships must be built on a foundation of trust. This resource provides some why and how.
Eleventh grade students in Portland, ME, created documentary films to highlight the human impact of Hurricane Sandy on residents of Rockaway, NY; they also did service work restoring homes and businesses. Connected to a larger study of climate change. Explores the power of narrative to effect change in students and the world. Illuminates CCSS ELA standard W.11-12.3.
Transformative professional development is a cornerstone of the EL Education model. EL staff members are known for their skillful delivery of professional development across PD settings. However, no two EL facilitators are exactly alike. Each facilitator has a unique style and voice, demonstrating that there is more than one way to be an effective facilitator. Regardless of this individuality, the following criteria delineate the skills required for masterful facilitation of professional development across settings.
The beginning and end of every instructional period are critical instructional opportunities.
Sixth grade students in Chula Vista, CA created a professional-quality, whimsical and useful cookbook of healthy foods, with recipes and photographs. The project was a culmination of scientific and social studies, including visiting a community garden, growing and harvesting food, and cooking. Illuminates Mexican Science standard: “Students should be able to connect scientific knowledge with other disciplines in order for them to understand scientific phenomena and natural processes. They should also be able to apply this knowledge in different contexts for it to be socially and environmentally relevant.”
Our K-5 Language Arts Curriculum addresses three dimensions of student achievement: mastery of knowledge and skills, character, and high-quality student work. This document focuses on the character dimension. Part 1 explains what EL means by character and how the K–5 Language Arts Curriculum promotes habits of character. Part 2 provides practical guidance about how teachers can set up the classroom environment, structures, and culture that will help this curriculum succeed.
This graphic describes the key components of EL Education professional development, all oriented toward student achievement across the three dimensions.
High School seniors in San Diego, California designed and built curved wooden chairs, researching design and marketing, using CAD programs and shop tools. The project authentically incorporated high-level high school math. This film features an interview with the math teacher and the art teacher, and shows multiple drafting of the work. Illuminates Mathematical Practice Standard 1.