Complex Instruction

PEER &
Lauren Vitt
 Model Flow Chart
Complex Instruction

Teacher Explore the Challenge Learner

Establishes group work norms Establishing Norms and Active participation,

and expectations Accountability accountability, learn procedures,
review possible roles

Prompts using a “group worthy” Approaching the Task Execute roles after they have
learning task. Clear criteria, been assigned
multiple entry points

Allowing space for student Facilitating Learning Engage collaboratively on

collaboration. Provide clear complex open-ended tasks
criteria for group and individual
accountability

Scaffolding through small group Scaffold and Guide Utilize team as primary resource,
meetings with group meet with teacher in “role”
representatives groups.
 Evidence-Based Practice Analysis
Source 1 Source 2

DDoyle, J. A. (2003). Student voice: The influence of Ben-Ari, R., & Eliassy, L. (2003). The differential effects of

complex instruction on fifth-grade students' the learning environment on student achievement

mathematical problem-solving performance (Order motivation: A comparison between frontal and

No. 3103226) [Doctoral dissertation, Boston College]. complex instruction strategies. Social Behavior and

ProQuest Dissertations & Theses Global. Personality, 31(2), 143-165.

Overall Evaluation of Sources

The evaluation of both sources indicated that the studies support previous research that conclude the
positive correlation between complex instruction (CI), engagement, and equity. It is clear that there is
a also a positive correlation between CI and motivation; however, more research should be conducted
to support this idea. Overall, complex instruction is considered an effective teaching model by both
sources.
 Essential Resources

Implementation, Strategies, and Benefits Assigning Student Roles

1. Roles for everyone 1. Using Roles in Group Work
2. Model Components of CI

Creating Meaningful Activities Assessing Students in Groups

1. Math Tasks 1. Formative Assessment through Engagement
2. Group worthy Tasks from Stanford University 2. Formative Assessment Strategies
 Sample Lesson
Math Lesson, Place Value, Grade 2

Objectives: The learner will…

1. Take on a role within their group, as assigned by the teacher, in which they will be held accountable for a task.
2. Use models to better understand place value, up to the hundreds place.
3. Recall the meanings of standard and expanded forms and apply them

Lesson Overview:
Students will explore two-digit numbers and use different methods of representing them, including standard form, word form, and expanded
form. Through guided practice, learners will practice representing place value of two digit numbers during the number of the day routine. Then,
working in complex instructional groups, students will continue this exploration by modeling two digit numbers in various ways. Each role will
be responsible for engaging and contributing to the group.
Encourager: Make sure the group stays on track and that all members continue to try their best, even the task is challenging. Offers help,
feedback, and encouragement.
Getter: Collect the materials: number cards, manipulative baskets, markers, erasers, whiteboards
Recorder: Make sure that everyone is recording their answers on their whiteboards as they take their turns. Record the ideas on a group
recording paper.
Spokesperson: Make sure that everyone shares their thinking with the group and reports the main ideas of the group during class discussion.
Is in charge of vocabulary and promotes using the vocab words in their explanations. (standard form, word form, expanded form, value, two-
digit)
Manager: Communicates issues or questions to the teacher. Timekeeper. Reminds group of the rules/”norms” of sharing and discussion.
 Bumper Sticker

Complex Instruction brings together learners as individuals to collaborate. Our

bumper sticker represents that sense of connectedness while still valuing
individuality. The image we chose further illustrates the individual perspectives,
skills, and roles that each learner brings to the complex learning experience.