The phrase "aligning instruction" is correct and usable in written English.
It can be used in educational contexts to refer to the process of ensuring that teaching methods and materials are consistent with learning objectives.
Example: "The teacher focused on aligning instruction with the curriculum standards to enhance student learning outcomes."
Alternatives: "synchronizing teaching" or "coordinating instruction".
Examining how teacher education influences preservice teachers' (PSTs) application of content knowledge, decision making when planning for teaching, creation of innovative teaching practices and design of aligned instruction, has significant implications for understanding learning to teach.
Candidates 1) align instruction with the North Carolina Standard Course of Study, 2) recognize connections within and between content areas/disciplines, and 3) present content to students in meaningful and relevant ways.
In addition, teachers' ability to differentiate and align instruction with students' interests and needs was also deemed important to fostering "students' diverse interests, capacities, and skills" while learning science.
On March 11, 2010 The Times ran a front-page article "Panel Proposes Single Standard For All Schools". It seems a "panel of educators" proposed national standards for math and English that would align instruction in these areas across the United States.
That has required many meetings of teachers, by grade and subject area to align instruction and make sure that each teacher understood what students had learned the previous year and would be expected to know the subsequent year so that their instruction could be focused on the right things at the right time.
The mini-institute described and modeled scientific teaching and the data supporting it; presented background information on assessment and how to align instruction and assessment and diversity of learning styles and students; and discussed how to document teaching for annual reports and promotion and tenure portfolios.
This study aimed to build a learning progression (LP) for the development of scientific imagination based on a measurement approach using the BEAR Assessment System BASS) in an attempt to better understand the core ideas and the developmental path of the scientific imagination process as well as align curriculum, instruction, and assessment through LP.
In 2005, DLSU adopted the transformative framework to align standards, instruction, and assessment (Committee on Lasallian Pedagogical Framework, 2005).
A recommendation was thus proposed that language teachers re-align their pedagogical instruction to target the content of writing instead.
There is an emerging body of research on mathematics leaders that begins to identify how to cultivate teacher-leaders to support instruction aligned with the CCSSM mathematical practices (e.g., Elliott et al., 2009).
