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NS1 explicit instructional framework built on three interrelated design principles

Design · All designs
Evidence · 1 claim (1 for) · 1 study (1 causal), q3 · 0 of 1 report an effect size · 1 claim rests on one study

Description

NS1's instructional framework applies explicit instruction principles drawn from meta-analyses of interventions for low achievers and students with mathematics difficulties. The article states that "The explicit instructional framework of NS1 centers on the following three interrelated design principles": instructional scaffolding with progressive fading of supports, opportunities for guided practice with immediate specific academic feedback and review, and differentiated support to learners. The framework aims to present new information in a manner that is unambiguous and easy to understand.

Design Implications

Context

Requirements

  • Instruction begins with simpler examples and progresses to more complex ones as students demonstrate conceptual understanding
  • Practice opportunities with immediate, highly specific academic feedback to attain procedural fluency and conceptual understanding

Constraints

Target Learners

  • first-grade students with or at risk for mathematics difficulties

Learning Goals

  • whole-number concepts and skills, including counting strategies, place value, and problem solving

Claims

  • Numbershire Level 1 Intervention
  • Nsl1 Differentiated Learning Pathway

Examples

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Key Sources

  • Hank Fien, Christian T. Doabler, Nancy J. Nelson, Derek B. Kosty, Ben Clarke & Scott K. Baker (2016). An Examination of the Promise of the NumberShire Level 1 Gaming Intervention for Improving Student Mathematics Outcomes. Journal of Research on Educational Effectiveness. https://doi.org/10.1080/19345747.2015.1119229
Page metadata
Field Value
type design
id explicit-instructional-framework-three-principles
title NS1 explicit instructional framework built on three interrelated design principles
description NS1's instructional framework applies explicit instruction principles drawn from meta-analyses of interventions for low achievers and students with mathematics difficulties.
status review
generated by process:settle-candidates on 2026-11-02
trust unverified — no one has confirmed this page's content
sources 1 — hank-fien-2016

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