Research-Backed Instructional Materials

Our instructional materials are designed to empower teachers to make decisions based on real evidence of students’ learning. We provide rationale for questions and tasks, support for differentiating these tasks in the classroom, strategies to engage students in the intellectual struggle of learning, and routines for generating and sustaining academically productive talk and collaboration.

Use the IFL’s instructional materials as

  • high-quality curricula to advance student learning and fill gaps in existing curricula;
  • models of coherent and challenging curricula to advance educators’ learning; and
  • templates to guide the development and revision of school, district, or state curricula.

The IFL’s performance-based assessments help teachers identify what students know and can do and determine next steps for instruction.

The IFL’s content-specific formative assessment tools and routines assist teachers to use multiple means to determine what students know and where they need additional support.

Discussion tools help teachers foster academically productive student talk for 20 years. We have a suite of content-specific and cross-content tools designed to cultivate student collaboration and productive student talk.

The IFL’s content-specific text and task analysis tools assist teachers to analyze the quality of texts and tasks for alignment with 21st century standards and the potential to build students’ knowledge of core concepts in the content areas.

The IFL’s content-specific lesson planning tools assist educators to design instruction that advances students’ learning and engages students in the intellectual struggle of learning.

The IFL’s content-specific instructional materials advance student learning, assist teachers to enact high-quality instruction, and provide educators with a model of coherent and challenging curricula.

Summative assessments include scaffolded and independent tasks that ask students to use, apply, and synthesize what they have learned.