The Key to Effective Teaching Through Internalization

Team of tiny teachers with school supplies

So, your district has adopted High-Quality Instructional Materials (HQIM). Now what? TEA defines full-subject high-quality materials as those that ensure full coverage of Texas Essential Knowledge and Skills (TEKS), align with research-based instructional strategies (RBIS) in each subject area, and support all learners. HQIM provides educators with a full set of instructional materials that include scaffolds for all student populations. This blog addresses questions regarding HQIM lessons and units, emphasizing the importance of effective teaching through internalization and MIA ((Materials, Internalization, and Alignment).

Now that you’re being asked to use these HQIM resources, what does that mean for you and your students? These lessons and assessments are planned FOR you, but doesn’t that take away your ability—the educators and content experts—to deliver it and include your personal teaching style or favorite strategies to engage students? No. And we will explain why later in this blog. Another term frequently associated with HQIM that you’re likely encountering is “internalization.”

Let’s start with the term internalization. What does that mean in the context of HQIM? How do these two things unite to support teachers in planning most effectively and efficiently? By internalizing lesson plans, teachers can empower themselves to deliver high-quality instruction that maximizes student learning and engagement.

This blog addresses questions regarding  HQIM lessons and units, emphasizing the importance of the MIA (Materials, Internalization, and Alignment) protocol as a strong approach to support HQIM implementation.

WHY? Why Internalize Lessons and Units?

Understanding: Internalizing lesson plans allows you to have a deep understanding of the content, objectives, and instructional moves. This understanding enables you to deliver the material in a way that engages your students.

Flexibility: When you have internalized your lesson plans, you are better prepared to adapt and make adjustments during instruction. You can more effectively respond to students’ questions, misconceptions, and needs.

Engagement: Internalized lesson plans facilitate more engaging lessons. Teachers confident in their understanding of the material can deliver it with their own “stamp” on the lesson.

Differentiation: When you have internalized your lesson plans, you can better differentiate instruction to meet the needs of your students. You can adjust your teaching strategies, activities, and assessments to accommodate various learning styles, abilities, and interests.

Effectiveness: Internalized lesson plans save time and effort in lesson preparation. Rather than constantly referring to written plans or spending hours looking for the perfect materials, you can focus more on interacting with students, providing feedback, and assessing learning objectives.

Professional Growth: Internalizing lesson plans is a continuous process that supports professional growth. As you reflect on your practice and work to continually upgrade your instructional techniques, you deepen your understanding of the content and improve your teaching skills over time.

Overall, effective teaching through internalization empowers teachers to deliver high-quality instruction that maximizes student learning and engagement. It allows for greater flexibility, responsiveness, and creativity in the classroom, leading to more effective teaching and learning experiences.

For more detailed information about HQIM, check out our blog, What are HQIM and RBIS?

Amy Wolfe

Texas Instructional Leadership (TIL) Administrative Specialist

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