Complex Instruction: Theory and Classroom Implementation

• Main Author: Lotan, Rachel A
• Format: Report
• Language: English
• Published: 01.03.1989
• Subjects: Educational Innovation; Elementary Secondary Education; Grouping (Instructional Purposes); Instructional Development; Learning Strategies; Program Implementation; Research Utilization; Small Group Instruction; Teaching Methods

This paper illustrates how theoretical research and development of an innovative instructional approach have been successfully integrated with teacher training and classroom implementation. This approach, called "Complex Instruction", was designed to facilitate the development of cognitive, academic, and linguistic functioning of all students in heterogeneous classrooms. Organization of the classroom to provide equal access to the critical features of instruction (i.e., the curricular materials, interaction with the teacher, and interaction with peers) is among the crucial elements of this approach. Organizational sociology is used as a framework to develop an argument regarding the relationship between mastery of a knowledge base underlying a specific classroom technology, and its actual implementation in the classroom. To support this argument, an analysis is presented of the underlying knowledge base and its relationship to the central features of classroom implementation of Complex Instruction, the instructional technology. In addition, descriptions are given of the conditions for developing teacher conceptual understanding, and the implications of explicitly incorporating theory and research into the teacher training implementation process. (JD)