CREDE Model
The original research on CREDE began in the State of Hawaiʻi in the 1970s as the Kamehameha Early Education Program (KEEP). This research was adapted to other indigenous educational settings including Native American schools and later adapted to over 31 sites throughout the world. From this research, several principles emerged as consistent throughout the various cultures and were equally emphasized in educational literature as best practices for culturally and linguistically diverse learners. These principles developed into the CREDE Standards for Effective Pedagogy.
To prepare classrooms for small group Instructional Conversations, CREDE utilizes a phasing-in process. Phasing in includes creating classroom community values. Lessons include a briefing and debriefing. In the later phases, there are independent activity centers where students can practice skills and a teacher center where the teacher can teach content to a small group of students. The teacher center later transitions to an Instructional Conversation where collaboration takes place, meaningful participation is encouraged, and connections are made between the subject matter and students’ experiences.
CREDE professional development materials include rubrics which describe the CREDE Standards and rotation charts which help teachers structure student groupings for centers.
Resources related to these topics can be found on the Teacher Resources page.
