The instructional model recommended for our school can take on a variety of different formats depending on how the teacher wants students to interact with the content. The class can be as a whole group, rotate students through two stations, have a teacher pullout or group students in small collaborative groups. This allows for a variety of activities and provides opportunities for differentiation.
The first phase of the instructional model is the introduce phase which involves direct instruction from the teacher to the entire class.
During this time the teacher can introduce a new topic and/or go over the parameters of the assessment for the new unit.
The whole group format of this phase is the instructional model that has been traditionally employed in middle and secondary level education.
This phase could last approximately one and two lessons depending on the length of the unit.
During this time the teacher can introduce a new topic and/or go over the parameters of the assessment for the new unit.
The whole group format of this phase is the instructional model that has been traditionally employed in middle and secondary level education.
This phase could last approximately one and two lessons depending on the length of the unit.
The second phase of the instructional model is the investigate phase which requires the class to be divided into at least two groups. Within this phase the teacher can delve deeper into the content that was introduced during the previous phase. Half the students participate in teacher led instruction while the other half work independent of direct teacher instruction.
The independent group could work on digital content, doing research, a practice activity, an anchor activity, etc. The teacher led station allows the teacher to differentiate the lesson based on student needs and identified gaps.
This phase could span four or five lessons depending on the length of the unit.
The independent group could work on digital content, doing research, a practice activity, an anchor activity, etc. The teacher led station allows the teacher to differentiate the lesson based on student needs and identified gaps.
This phase could span four or five lessons depending on the length of the unit.
During the plan phase students have the opportunity to plan for their project or assessment.
There are two stations in this phase, one collaborative station and one independent station.
While students work at their stations the teacher is free to differentiate learning by pulling out students with similar needs.
This phase could last approximately one or two lessons depending on student learning needs and the length of the unit.
There are two stations in this phase, one collaborative station and one independent station.
While students work at their stations the teacher is free to differentiate learning by pulling out students with similar needs.
This phase could last approximately one or two lessons depending on student learning needs and the length of the unit.
This phase, the create phase, is a whole group format with students working collaboratively working on projects or preparing for a summative assessment which will be used for evaluation of their understanding of the content and mastery of the skills.
During this collaborative work time the teacher can facilitate student work and/or pullout students who need one on one attention.
This phase could last between three and five lessons depending on the summative assessment and the length of the unit.
During this collaborative work time the teacher can facilitate student work and/or pullout students who need one on one attention.
This phase could last between three and five lessons depending on the summative assessment and the length of the unit.
The last phase is the evaluate phase and involves a whole group classroom setup. During this phase students demonstrate understanding of the content and/or mastery of skills from the unit. This demonstration of mastery might take the form of a test, presentation, project presentation, etc. This time could also be used for students to reflect on their work.
Depending on the form of assessment this phase could take one or two lessons.
Depending on the form of assessment this phase could take one or two lessons.