MIM3

Engage.Enrich.Empower

MIM.png

The MIM3 instructional model is intended to be a flexible tool to guide both lesson and unit planning.

Note the overlapping circular nature of the relationship between the elements. This reflects the intention of the model to be made of a series of cycles rather than a rigid sequence.

The MIM3 model was created with input from Melba teaching staff at each step of its development. It is intended to be used as a guide across all domain areas.

Different domain areas and pedagogical approaches have conflicting requirements in terms of lesson planning. A rigid instructional module which mandated sequence and duration of its elements was considered unlikely to be suitable for universal application at Melba

The MIM3 model was developed from the start to be equally suitable to guiding the planning of a learning sequence or unit, as it is to a single lesson. It his highly flexible in the manner it which it can be used. At its most broad the Enrich, Engage and Empower elements provide and instructional template where learners are immersed in the learning intention (Engage), they incorporate the skills or concepts in the success criteria and utilise that learning in some way (Enrich), they reflect on and evaluate their own learning and understand their own success (Empower).

At it's most detailed it provides a blueprint for teachers to create effective learning outcomes for students and to understand the effectiveness of the learning designs they create.

Engage - Overview

This section could be summarised as: Where have we been? Where are we going? Why are we going? And how will we know when we get there?

The Engage section typically would be at the start of a lesson or lesson sequence (i.e. a unit). Engage activities for a learning sequence will need to be more substantial than those for a single lesson. Single lesson engage activities may only need be a few minutes long but are particularly important as they set the learning environment for the body of the lesson to come.

Engage contains the sub-components Inspire, Purpose and Connect

Enrich - Overview

This section could summarised as Look, Think, Do.

This is the body of the lesson or unit. This sequence is intended to be cyclic and may be utilized multiple times through a lesson, a sequence of concepts or a unit.You may need to dip into the Feedback section of Empower to understand the impact of a lesson or learning sequence while it is in progress. This is the section of the learning sequence in which some form of learning artefact is created.

Enrich contains the sub components Introduce, Explore and Apply

Empower - Overview

The Empower section could be summarised as answering the question “Are we there yet?”

Both student and teacher can measure the student’s progress toward understanding of expected learning and the effectiveness of the instructional strategy. The evidence and impetus for teachers to modify the instructional design, whether delivery or content will come from feedback gained here. Similarly for the learner, this section provides guidance on how and where learning may be improved.,

Empower contains the sub components Feedback, Reflect and Evaluate


Engage - Toolbox

Sub Component

Overview

Strategies

Digital Support

Inspire

Teachers provide the hook, the attention grabber, the bubble burster, the question, the central learning artefact for the lesson or sequence

Visual cues - Images/Multimedia

Challenging views

Interesting artefacts

Links to students’ own personal experience

Demonstrations

Role plays

Do Now! Activity

Fat Questions

Strategic Questioning

Essential Questions

TED Jaw Dropping

TV4Education

Trove

ABC Archives

CSIRO Science Images

Library of South Australia

National Archives

National Museum Interactives

Splash!

Scootle

FUSE

Purpose

Teachers must make explicit and Learners must understand ;

What is expected to be learned?

How will learners know they’ve had success?

Learning Intentions

Success Criteria

Overview of LI and SC

Hattie on LI and SC

Connect

Teachers must make explicit and Learners must understand ;

Where does this fit in what learners already know?

How does this relate to previous learning?

What prior knowledge is required?

Activating Strategies for Use in the Classroom

Entry slips

Key Words/Tier words/Vocab/Glossary

Are You Tapping into Prior Knowledge Often Enough in Your Classroom?


Enrich - Toolbox

Sub Component

Overview

Strategies

Digital Support

Introduce

Teachers outline the concept or skill to be explored

Instructional Scaffolding

What is Instructional Scaffolding?

Differentiation

What is differentiation?

Content — The media and methods teachers use to impart and instruct skills, ideas and information

Aspects to differentiate;

  • Abstractness
  • Complexity
  • Variety/Breadth  
  • Organization

Processes — The exercises and practices students perform to better understand content

Aspects to differentiate;

  • Higher Levels of Thinking
  • Open-Endedness
  • Level of Discovery
  • Evidence of Reasoning
  • Freedom of choice
  • Pacing and Variety


Products — The materials, such as tests and projects, students complete to demonstrate understanding

Aspects to differentiate;

  • Group and independent work
  • Tiered and levelled assessments
  • Goal setting
  • Interest centres
  • Learning contracts
  • Homework options

Good list of strategies here https://www.prodigygame.com/blog/differentiated-instruction-strategies-

examples-download/ 

And here https://www.prodigygame.com/blog/wp-content/uploads/Infographic-DI-Strategies.png

Thinking Skills

Thinking Skills

Learning Style Test 1

Learning Style Test 2

Differentiation Support *Excellent

Thinking Tools and Graphics

Explore

Learners engage with the concept and the knowledge, skills or dispositions contained in the Learning Intentions

Apply

Learners make use of the concept in some way to produce an artefact of their learning


Empower - Toolbox

Sub Component

Overview

Strategies

Digital Support

Feedback

Learners - Do learners know they mastered the skill or concept?

Do learners know what they need to do to master it?
Teachers – What are learners telling you about their learning?

Student Self Assessment

Peer Assessment

Assessment as, for and of learning

Offline Tools for feedback

Exit slips

Quick voice recorder for iPad

Quia for quizzes

PingPong for iPad

Nearpod

Mentimeter

Go Soapbox

Classkick

Google Forms

Verso App

Socrative 

Plickers

Answer Garden

Padlet

Todays Meet

Poll Everywhere

Kahoot!

Participoll

InfuseLearning

Titan Pad
Quizlet

Reflect

Teachers

How to correct misunderstandings highlighted in Feedback?

What question might you need to ask learners?

What changes are
required to the instructional sequence?

*This should be a quick and simple exercise and is intended to carry over into the next lesson cycle. Use the Connect section of the next lesson in the sequence to revisit areas misunderstood in this session. It’s crucial that when teachers receive feedback on the learning performance of their students that they re-calibrate subsequent lessons in the sequence to address the results of that feedback.

This area should focus on content rather than pedagogy.

In a unit scenario this could be a reflection on the whole unit

Evaluate

Teachers and Learners - What was powerful? What needed improvement?

**Teachers and Learners focus on pedagogy/delivery. What helped students understand what didn’t and could again be as simple as a thumbs up thumbs down and could easily be carried out multiple times during a lesson or sequence.

Reflection Toolbox for students

5 more tools for students

Reflective Journals

Doodle

MyVoteIO

Thumb

Vox Vote

Digital pinboard