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Pillars of Success

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      How Do We Get There?


         5 Pillars of Learning

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            It Takes a Team

No Labels      No Limits      Only Learning

Explicit Instruction = Maximized Learning

Explicit instruction is a purposeful way of overtly teaching students.  Explicit in this case means a clear-cut and finite way of teaching that includes both instructional and delivery procedures.   Torgesen (2004) described explicit instruction as “instruction that does not leave anything to chance and does not make assumptions about skills and knowledge that children will acquire on their own.”  Rosenshine (1987) described explicit instruction as “a systematic method of teaching with emphasis on proceeding in small steps, checking for understanding, and achieving active and successful participation by all students.”
Explicit instruction is a series of instructional behaviors that increase the likelihood for student achievement.

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Growth Mindset

The concept of a growth mindset was developed by psychologist Carol Dweck and popularized in her book, Mindset: The New Psychology of Success. In recent years, many schools and educators have started using Dweck’s theories to inform how they teach students.

Dweck’s delineation between fixed and growth mindsets has potentially far-reaching implications for schools and teachers, since the ways in which students think about learning, intelligence, and their own abilities can have a significant effect on learning progress and academic improvement. If teachers encourage students to believe that they can learn more and become smarter if they work hard and practice, Dweck’s findings suggest, it is more likely that students will in fact learn more, and learn it faster and more thoroughly, than if they believe that learning is determined by how intelligent or unintelligent they are. Her work has also shown that a “growth mindset” can be intentionally taught to students. Teachers might, for example, intentionally praise student effort and perseverance instead of ascribing learning achievements to innate qualities or talents—e.g., giving feedback such as “You must have worked very hard,” rather than “You are so smart.”

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Positive Relationships

Instructor-student rapport is a vital, but sometimes underappreciated, aspect of teaching. Rapport can lead to positive outcomes for both the student and the instructor. For example, potential benefits for students include a more positive attitude toward the course and instructor, increased motivation, and even higher grades. 

Teaching is a social endeavor, and some measure of teaching and learning success rests on recognizing the importance of our relationships with students.

The Importance of Establishing Rapport with Your Students/Rebecca Ryan and Janie Wilson

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No Limits

The term high expectations is now synonymous with Carol Dweck and her work on Growth Mindset. Your students will live up (or down!) to your expectations. Student achievement is strongly affected by what the teacher expects of them and this has been demonstrated by many educational researchers.

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Motivating the learner to learn is pertinent to curriculum implementation. This is because motivation is an influential factor in the teaching-learning situations. The success of learning depends on whether or not the learners are motivated. Motivation drives learners in reaching learning goals. It is important to recognize the fact that motivating learning is a central element of good teaching. This implies that learners' motivation is probably the single most important element of learning. Learning is inherently hard work; it is pushing the brain to its limits, and thus can only happen with motivation.

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