FAQs

Frequently Asked Questions


Isn’t this good instruction for all children and youth?
[spoiler]The CREDE model is good instruction for all children and youth. It was designed for those from culturally and linguistically diverse backgrounds, as they are the ones who tend to not be as successful with traditional schooling. However, people from all groups will benefit from CREDE.[/spoiler]

Can this model work in special education and immersion settings? [spoiler]The CREDE model works in general education classrooms, as well as special education and immersion settings. As with the implementation of the CREDE model in other classrooms, adjustments should be made to fit the children’s needs, the physical limitations of the classroom, and the teacher’s goal for the lesson.[/spoiler]

Can this model work in coordination with other scripted programs? [spoiler]The CREDE model can work with other scripted programs because it focuses on activity design and the type of assistance teachers offer to children. Most scripted programs in the public schools tend to support individualized work. The CREDE model is a great way to supplement individualized activities with more collaborative ones.[/spoiler]

Can this model work in SPED and Immersion settings? [spoiler]The CREDE model works in general education classrooms, as well as SPED and immersion settings.[/spoiler]

How long does it take to learn how to implement the CREDE model? [spoiler]Most teachers become proficient in using the CREDE model after 1-2 years of coaching (6 coaching sessions each year), although this depends on the individual teachers, prior experience, and their teaching contexts.[/spoiler]

Do I have to use the phases to implement the CREDE model? [spoiler]You do not have to use the phases to implement the CREDE model. The phases are presented to teachers as a tool for the implementation of the CREDE Standards and can be substituted with other processes of implementation.[/spoiler]

What should I do if I get new students mid-year? [spoiler]Explain to the class that there is a new student who is going to need assistance in learning how your classroom works. You will be surprised how quickly the original group incorporates the new child into the routines of your classroom.[/spoiler]

Can I use the same set of values that are already in place at my school? [spoiler]Typically schools use rules to guide behavior, which is not the same as values. If you would like to use the school rules to guide classroom behavior, the easiest thing to do is to translate the rules into values, for example, “we help each other; we take care of property; we demonstrate respect.[/spoiler]

How can I contextualize my instruction if I do not share my students’ cultural or linguistic backgrounds? [spoiler]There are a multitude of experiences that you could draw upon to contextualize instruction for your children, regardless of your cultural background. For example, activities can be contexualized from understanding of families, friendships, community activities and settings, and events occurring at the school.[/spoiler]

Should I assign roles to children in each of the activity centers? [spoiler]Assigning class members to take care of materials and read the task card are helpful roles in facilitating activity center work. However, role assignments are not necessary, especially if the children have embodied the community values and internalized how to engage with activity centers.[/spoiler]