John Hatie’s meta-analysis provides a summary of the most impactful instructional practices. The State Implementation and Scaling-up of Evidence-based Practices (SISEP) developed a tool to support the training of and operationalizing of seven of Hattie’s top instructional practices. The tool, Observation Tool for Instructional Supports and Systems (OTISS), provides a summary of these seven practices. In this post, I want to summarize the practices. Please recognize that, in using the practices, the key is to define what each component means in observable terms, to coach into the practices, and to use the tool as an assessment of the effectiveness of the coaching.

The seven high quality instructional practices used in the OTISS tool are:

1. Provides clear instruction. When a teacher provides clear instruction, students know what they are going to learn and why; connections to prior and future learning are made evident. The teacher provides success criteria, so that students know where they are headed. The teacher refers back to the goals throughout instruction and at the end, and engages students in self-assessment.
2. Demonstrates task explicitly, consistently, and using examples and non-examples. Some might think that consistent day-to-day routines detract from personalization. However, by developing predictable routines, students feel safe and are able to work more creatively and critically because they know what to expect. Demonstrates Task Explicitly is a component where teacher expertise is critical. There are times when a teacher will model early in a lesson, to support students. Other times, a teacher might let students productively struggle a bit and observe what strategies students try, then discuss noticings and what next steps will be. It is important that teachers are keen observers of students and make intention choices, such as: not offering too many scaffolds, phrasing prompts and questions to enable students to be self-directed problem solvers, etc.
3. Engages students in meaningful interactions with content. Students are exposed to new skills and critical knowledge, through visual and physical materials, questioning, discussion and multiple means of access (see Universal Design for Learning (UDL) Guidelines). They reflect on their effort, learning, processes, and understanding. Reflection is key, as it is where the deepest learning happens. 
4. Provides prompt and accurate feedback. Positive and specific actionable feedback is essential! Teachers and peers can provide verbal and/or non-verbal feedback. Many effective teachers use non-verbal communication so well, and are aware of culturally appropriate and supportive non-verbals. Feedback should be provided on behavior, academic progress, effort, and/or responses. In addition, a teacher can offer opportunities for self-feedback, growing the skills of self-regulating learners. In addition, the teacher can ask for feedback from students and show changes made based on the information.
5. Adjusts to student responses. Effective teachers adjust pacing, the amount of practice and manner of instruction based on checks for understanding. Teachers are aware of common misconceptions, and watch for these during the learning process.
6. Provides multiple opportunities for students to learn. The teacher checks for understanding and uses a variety of methods and activities to engage students (UDL), gradually releasing responsibility. Learning is not a “one and done” and students need repeated exposure, in a variety of contexts and with increasing complexity. Students are grouped intentionally, and may work in partners, heterogenous groups, strategy groups, or individually.  
7. Adjust to student engagement. The physical environment and access to material are purposely adjusted in response to student need. Skillful teachers proactively teach self-regulation skills and strategies, to empower students. When needed, the teacher not only redirects/responds to off-task behavior but pre-corrects, anticipating what students may need. Movement and choice are important aspects of this aspect. Choices are offered, to both empower and engage students.

Understanding and developing the high quality instructional practices above demonstrate a sense of continuous improvement. When teachers work together on these strategies, they become a community of learners, When schools and coaches support the work, and collect data on focus strategies, they can determine if their coaching and training efforts are working and how to improve.

Sources:
Hattie’s Meta-analysis
OTISS
SISEP
UDL Guidelines