Mrs. Long's Seattle Mariners

Stadium 26 Updates

The Teaching and Learning Continuum (TLC)

Over the past several months, I have been continuing my education and have learned new strategies that will help encourage and build my students to become lifelong learners and help develop those essential critical thinking and problem solving skills. One of these ideas learned is called the Teaching and Learning Continuum or TLC. The purpose of this model is to help students take responsibility for and control their learning. Both I and the students have certain roles within each level of the continuum, and this guide is meant to be used a tool within the classroom that helps move students toward learning autonomy. The pace through the continuum is all based on my students.

The Four Types of Teaching on the TLC Continuum

This continuum has four levels that enables the classroom to transform from teacher-centered to student autonomy. Here is a brief description of each level:

  • Level 1- Didactic Instruction- Direct instruction of skills and content is driven by the teacher and students are
  • Level 2- Facilitated Instruction- Students are engaged in activities and opportunities that allow them to work towards learning goals based on the standards.
  • Level 3- Coached Instruction- I provide the resources but the students are primarily responsible for their learning through problem solving,
  • Level 4- Consultative Instruction- Students are now the initiators and designers of their own learning, while I provide recommendations, advice, and encouragement.

What does this look like in the classroom?

Some of you may be thinking that this sounds great, but how will it be used within the classroom? Considering this is student-centered, we will use this model within our daily schedule across all subjects, all depending on the pacing and readiness of the students.
  • For example, in science, we will begin with a study of earthquakes through direct instruction and note-taking (didactic instruction). Then the students will research different earthquakes around the world (facilitated instruction). After, students will pose unanswered questions they have about earthquakes and conduct research to answer these questions (coached instruction). Finally, the unit may end with students developing solutions to problems that occur with earthquakes (consultative instruction).

Some may move quickly through this continuum and some may progress slower, but either case is fine! This is not an assessment of student achievement. It is simply another tool that will help students take ownership of their learning and help them feel empowered to be critical thinkers!

Country Springs Elementary School

A National Blue Ribbon School

Mrs. Long's Sixth Grade Class