1. Shifts emphasis from a child's problems or "deficits" to mastering tasks.

**More is learned in a given time.
Progress is monitored more easily.

2. All children are given brief (but highly accurate) placement tests before placed in a level and lesson of a curriculum.

**Children receive instruction precisely tailored to their current skills.

3. Children are "placed" in temporary homogeneous groups based on their current skills. Groups are cross-graded.

**This allows efficient use of teacher time.
-Assists teacher in bringing students to mastery at each step. -Provides more flexibility for scheduling and placement.
-Teacher does not have to spend more time with children who need -more help than the rest.
-Students can easily be moved to groups better suited to their strengths.
-Cross-grade grouping (e.g., students from k-2 might be in the same reading group) means that each teacher has fewer groups to teach.
-Allows teaching to the performance pace appropriate for each group.
-The smaller range of differences among students means smaller differences in instructional methods.
-Individualization is possible within the group of students.

4. Most teaching is done in small groups, with students easily observable by the teacher.

**Each child receives more direct interaction with the teacher. The teacher is able to determine exactly what each child is learning.

5. Every task the child is asked to perform is taught directly by the teacher.

**Learning is not left to chance, to "exposure," or the possibility that children will make (discover) the wrong generalizations (rules).

6. The teacher models by illustration--not simply by explanations that children may not understand or be able to translate into action.
**Instruction is more efficient (children learn much more in the same amount of time). It is easier for children to understand.

7. The teacher uses precisely laid out plans. These plans use similar presentation formats for student-teacher communication in similar tasks.

**All critical components are taught. Less preparation time is needed by teachers. The consistent use of instructional language and interaction sequences, or formats (my turn/your turn), makes it easier for children to follow and participate.

8. Signals are used to initiate a group response. "Get ready." "Your turn." "What word?" "Say the whole thing." "What's the rule?"

**This technique involves every child, holds the group's attention, and ensures that each child thinks for himself or herself.

9. There is frequent oral responding from the group and from individuals.

**This provides extensive practice for each child, gives the teacher immediate feedback on the effectiveness of instruction, allows children to "show off" their achievement, and fosters a tight community of learners.

10. Small learning increments are taught in a carefully controlled sequence through teacher-student interaction.

**This increases students' success and expectancy of achievement.

11. The pace of instruction is brisk.

**This holds children's attention, reduces boredom and the chances for disruptive behavior, and results in more learning in less time.

12. Teacher praises correct responses but avoids negative comments and singling out students for weak answers.

**This specific feedback reinforces success and promotes self-esteem.

13. Every lesson uses all three modes of learning: visual, oral/aural, and written.

**Children with different reasons for weak performance can be taught in the same group.

14. The teacher helps all students and/or the group immediately to correct every error. For example, "That word is 'eat' (model). Say it with me...'eat' (lead). Your turn. What word? 'eat' (test). Yes, eat. Starting over..."

**This increases students' experience of achievement, decreases the time spent on remedial teaching, increases the overall rate of learning, and ensures that students are prepared for later tasks.

15. Teachers explicitly teach the concepts, principles, rules and cognitive strategies for comprehension and problem solving. For example, "The rule I am using here is... What is the rule?"

**By being taught (rather than maybe "discovering") what they need to know, students are more successful. Students also "internalize" what they have been directly taught and use this knowledge to act more independently.

16. All curricula (down to the tiny details of teacher-student communication) are extensively field tested and revised to assure the highest quality.

**The curricula have a strong base of research support and do not risk wasting precious instructional opportunities because of built in flaws in logic.