Core Body of Knowledge for Critical Instruction

In the professions, a core body of knowledge is necessary for expert preparation, practice, and research. A core allows professionals to practice effectively even though matters, conditions, and settings change.

A typical core includes three essential elements: 1) a common language of practice, 2) foundation principles and skills, and 3) related standards. These elements are present in the medical, engineering, and legal professions. Instructionally, they are not present in the teaching profession. Their absence, until now, is why the profession continues to define itself by self-defeating roteism instruction.

With the advent of Dr. Maiorana’s Body of Knowledge for Critical Instruction, teacher educators, school and college faculty, and textbook authors can transform their instructional practice from self-defeating roteism instruction to mind-expanding critical instruction. The consequences of critical instruction are deep learning and critical literacy in all students.

Here, for the first time in the history of the profession, is a Core Body of Knowledge for Critical Instruction.

[1] A Common Language of Instruction Professional practice, research, scholarly writing, and discourse require that the meaning of key terms of practice be commonly understood, accepted, and used within a given profession. Research [see Fixing Instruction (2015)],  shows this is currently not the case within the teaching profession. Key instructional terms such as strategy, technique, method, understand, comprehend, and explain are used in wildly different ways. The core establishes a common language for instruction.
[2] Instructional Foundation Theory and Principles Teaching its a profession built on thinking directed at subject matter. As a profession, we prepare and practice without foundational concepts in either.
Said another way, the essence of teaching is instruction. The essence of instruction is critical thinking, reading, and writing directed at subject matter. Yet, the profession has long had no foundation ideas for addressing these essential teaching and learning activities critically when engaging new and revisited subject matter.
Dr. Maiorana’s core body of knowledge for critical instruction includes two essential concepts that  are key to preparation and practice.  The first provides the means to engage new and revisited subject matter concurrent with critical thinking, reading, and writing based on the innate and critical grammar of mind possessed by all human beings. The second addresses subject matter universals, which allows teachers, and students to connect and integrate the objectives, processes, and consequences present in all subject matter topics.
[3] Operational Standards for Critical Thinking, Reading, Listening, Writing, and Speaking When Engaging New and Revisited Subject Matter An operational standard is process oriented. This means its description contains within it the means to achieve the standard. Such standards do not exist for teacher educators, school and college faculty, instructional materials developers, and school and college students. The core provides the conceptual foundation for establishing critical literacy standards.