This booklet is an unauthorized guide and in no way supplants the Instrumental Enrichment Teacher’s Guide. Instead, it is intended to be a help to the classroom teacher during their first year of implementation. These are my observations and experiences from my first year of teaching IE with helpful input from a teacher colleague. Each instrument begins with an introduction of the overall goal(s) of the instrument, followed by possible ways to teach the cover page, then aids for teaching each page. The aids for specific pages are divided into three parts:
1. Things to Consider – important ideas/concepts on each page.
2. Work on the Sheet – some possible ways to introduce the page and discussions you may want to have as you work with students.
3. Closure - Discussion for Insight – possible topics you may want to cover. Remember this depends entirely on your class discussion and you may not even cover the suggestions stated here but your conversation may lead to something else.
Overall Goal of IE: Make the learner more changeable, open to learning, and self-regulated. They become AWARE and more in charge of their own learning.
Instrumental Enrichment is not just about getting the correct answers. You are teaching cognitive behaviors or thinking skills as found in the Process Standards of the Common Core State Standards (CCSS). These cognitive behaviors are aligned to the following sources in the CCSS:
English Language Arts
Qualities of Students Who Are College and Career Ready in Writing, Speaking and Listening
Characteristics of Mathematically Proficient Students
The student must be an active participant in this process of change. It is your job to increase the student’s awareness of his or her own thinking so that they experience a deeper understanding, not just you. The big idea is NOT to finish the sheet or find the correct answers, (though finishing the sheet with correct answers helps crystalize concepts). Rather, it is to cause the student to change his or her own thinking through mediation (MLE). You must be very intentional in your responses/questioning to increase this awareness and empower the student. Catch them being brilliant or notice when they are doing something desired. For example, “I noticed you didn’t erase that one. You made a plan before beginning which showed a restraint of impulsivity.”
Remember, the ultimate goal is to empower the student to develop the ability to mediate themselves.