Direct Instruction

TCHS provides two equally important modes of instruction for all students. The first mode is explicit direct instruction (Archer & Hughes, 2011). This instructional method is implemented in several ways. In some cases, whole-class instruction may take place. Each teacher, knowing that students are at different levels based on student achievement data, will regularly provide time for students to work in groups at centers. While students are in groups, teachers use the time to provide small-group or individual explicit instruction. Using data to provide explicit instruction empowers students to learn at their own pace, whether faster or more deliberately.

Project/Problem-Based Instruction

All students at TCHS complete Project-Based Learning assignments. PBL opportunities are intentionally designed to engage students in higher-order thinking skills, such as evaluating and analyzing, and to provide real-life situations for applying the academic concepts taught. In addition to deepening students’ understanding of academic concepts, PBL provides opportunities for students to develop critical thinking skills, collaborate with team members, and present ideas publicly. Each project begins and ends with a teacher-designed rubric to guide students through the PBL learning process. During PBL time, teachers provide cross-curricular engagement. Teachers use the Understanding by Design framework to ensure that projects deepen students’ understanding of academic concepts (Wiggins & McTighe, 2024).