By: Maggie Downs
Imagine a classroom where learning is never static — where students are not just absorbing information but constantly building on their knowledge, revisiting ideas, and fine-tuning their thinking.
This is what dynamic instruction is all about. It’s a teaching approach that transforms students from passive learners into active participants, encouraging them to dive deeper, question their understanding, and keep improving.
For educators, or those currently enrolled in one of UCR University Extension’s credential programs, this is an exciting challenge that requires creativity, flexibility, and a strategy that invites students to take ownership of their learning.
Here’s how teachers can make this approach come to life in their classrooms:
Begin with Clear Learning Objectives
- The foundation of dynamic instruction lies in clear, well-defined learning objectives. These objectives should outline what students are expected to know and be able to do by the end of a lesson or unit. However, unlike traditional methods, where objectives remain static, dynamic instruction allows these objectives to evolve as students engage with the material. Teachers should communicate these objectives clearly to students at the beginning of each lesson, making sure they understand that their goal is to build and refine their understanding over time.
Integrate Nonfiction Texts Strategically
- Nonfiction texts serve as a critical tool in dynamic instruction. Teachers should select texts that are not only relevant to the lesson objectives but also rich in content, offering multiple opportunities for students to engage, question, and revise their thinking. These texts should be displayed prominently in the classroom, serving as a constant reference point for students. Each day, as students interact with the material, they should be encouraged to revisit these texts, compare them with their own understanding, and make adjustments to their knowledge as needed.
- Another way to incorporate dynamic instruction is through a kinesthetic activity, where students physically interact with the content. For example, after learning about a topic like wildlife, students can create a scrapbook or diorama of the subject.
Foster a Culture of Revision and Reflection
- Central to dynamic instruction is the idea that learning is an iterative process. Teachers should create a classroom culture where revision and reflection are valued and expected. This can be done by incorporating daily review sessions where students discuss the nonfiction texts, share their evolving understanding, and collaborate on refining their ideas.
- Teachers can facilitate this by asking guiding questions that prompt students to think critically about their previous assumptions and consider new perspectives. Providing time for individual reflection, where students can note down changes in their thinking and the reasons behind these changes, is also essential.
Use Formative Assessments to Guide Instruction
- Dynamic instruction requires continuous assessment to ensure that students are on the right track. Formative assessments, such as quick quizzes, exit tickets, or informal discussions, can provide teachers with insights into students' current understanding and areas that need further clarification. These assessments should be used to adjust instruction in real-time, ensuring that lessons are responsive to students' needs. Additionally, these assessments help students monitor their progress and identify areas where they need to focus their revision efforts.
Encourage Student Autonomy and Ownership
- For dynamic instruction to be effective, students must take an active role in their learning. Teachers should encourage student autonomy by allowing them to set personal learning goals, choose which aspects of the nonfiction texts to focus on, and determine when they are ready to check their skill and content knowledge acquisition. By giving students control over their learning process, teachers can foster a sense of ownership that motivates students to engage deeply with the material and take responsibility for their learning outcomes.
Plan for Flexible and Adaptive Instruction
- Dynamic instruction is inherently flexible, requiring teachers to be adaptable in their lesson planning. This means being open to deviating from the original plan based on students' needs and progress. Teachers should view their lesson plans as living documents that can be modified and adjusted as necessary. By being responsive to the ebb and flow of classroom learning, teachers can ensure that instruction remains relevant, engaging, and effective.