KPBSD Wave 2
Bank of Instructional Models
March 2018
Notes for Instructional Models
On the following slides you will find a number of base models for PL instruction. These models were created based on trends identified from designs initially created by the PL Teams. Please use this as a starting point for planning for your classroom.
What is the best model for you classroom? Read this blog to help in your decision.
NOTE: If you do not have devices...
While many of these models contain icons that indicate “Digital Content” use, this may not be realistic for all teachers and classrooms. If this is the case for your classroom or school, we encourage you to replace the technology portion of the model with any of the options below:
Wave 2 Design Trends
Design Plan Trends
Station Rotation Variations
[KPBSD Wave 2] Base Design 1a: Three Station Rotation
Small Group Instruction
Digital Content
Collaborative Work
Independent Work
OR
Teacher-led small group instruction with students grouped by ability as informed by previous formative assessment.
Independent work is assigned based on individual student needs as informed by previous formative assessments, observations and/or student goals.
Collaborative work allows student to reach higher levels of critical thinking as they apply learned concepts and skills.
Time spent at stations is dependent on length of class period. See recommendations below. | |
50 min period | 15 min stations w/time to transition |
60 min period | 18 min stations w/time to transition |
90 min period | 25 min stations w/time to transition |
Student use of digital content at this station allows for extra practice aligned to individual student needs and/or adaptive programs used to meet students at their level.
(i.e. Moby Max, IXL, Khan Academy, AR, etc.)
[KPBSD Wave 2] Base Design 1b: Four Station Rotation
Small Group Instruction
Digital Content
Collaborative Work
Independent Work
Teacher-led small group instruction with students grouped by ability as informed by previous formative assessment.
Student use of digital content at this station allows for extra practice aligned to individual student needs and/or adaptive programs used to meet students at their level.
Independent work is assigned based on individual student needs as informed by previous formative assessments, observations and/or student goals.
Collaborative work allows student to reach higher levels of critical thinking as they apply learned concepts and skills.
Time spent at stations is dependent on length of class period. See recommendations below. | |||
45 min period | 5 min open | 10 min stations | 4min close |
60 min period | 10 min open | 13 min stations | 5 min close |
90 min period | 15 min open | 22 min stations | 5 min close |
Whole Group Opening
Whole Group Closing
Whole group opening can be used to give a brief introduction to the content/standard covered. It can also be used to set expectations for the rotations.
Whole group closing can be used to provide time for reflection - as a class or independently. Student may use this time to track their progress towards individual goals.
Student reflection or check for understanding
Examples: Stoplight, thumbs up/middle/down, emojis, online poll or exit ticket
Student Pulled as needed for teacher-led small group
[KPBSD Wave 2] Base Design 1c: Station Rotation w/Targeted Pull Out
Whole Group Opening
Whole group opening can be used to give a brief introduction to the content/standard covered. It can also be used to set expectations for the rotations.
Independent Work
Independent work is assigned based on individual student needs as informed by previous formative assessments, observations and/or student goals.
Digital Content
Student use of digital content at this station allows for extra practice aligned to individual student needs and/or adaptive programs used to meet students at their level.
Collaborative Work
Collaborative work allows student to reach higher levels of critical thinking as they apply learned concepts and skills.
Small Group Instruction
Check for Understanding
Flex Model Variations
[KPBSD Wave 2] Base Design 2a: Flex Model w/Targeted Pull-Out
Whole Group Opening
Small Group Instruction
Collaborative Work
Independent Work
OR
Independent Work
Digital Content
Creation
Check for Understanding
Small Group Check-In
Check for Understanding
Digital Content Assignment
Independent Work
Independent work is assigned based on individual student needs as informed by previous formative assessments, observations and/or student goals.
Collaborative work allows student to reach higher levels of critical thinking as they apply learned concepts and skills. Clear expectations are taught for collaborative work.
Student Pulled as needed for teacher-led small group
Student provided choices within independent work. In multiple grade-level classrooms, options may be age dependent.
Whole group opening can be used to give a brief introduction to the content/standard(s) covered. It can also be used to set expectations for the flex model, introduce choices, and provide students time to set goals/make informed choices.
Teacher assigned or student choice
Independent Work
Digital Content
Creation
Check for Understanding
Small Group Check-In
Digital Content Assignment
Small Group Check-In
Independent Work
Creation/Lab Work
Collaborative Work
Whole Group Hook
Exit Ticket/ Reflection
Check for Understanding
KPBSD Wave 2 Base Design 2b: Flex Playlist with Stations
Whole group hook will engage students in content, spark questions, and engage in whole group discussion
Quick check allows students and teacher to make informed choices on playlist.
Student reflect on their work and/or take an exit ticket to demonstrate understanding of content covered. Data can be used to inform playlist options for the following day.
Teacher assigned or student choice
KPBSD Wave 2 Base Design 2c: Flex Menu
Independent Work
Digital Content
Creation
Check for Understanding
Small Group Check-In
Appetizer
Main Course
Dessert
Reflection + Goal Setting
Digital Content (AR, IXL, etc.)
Independent Work
1:1 or Small Group w/Teacher
Create (project, genius hour, etc.)
Main course selections may vary from student to student. Teacher may assign or student may have choice. Depending on goal setting. Some students may have 1 main course item, others may have 2 or more depending on need.
KPBSD Wave 2 Base Design 2d: Student Zone Choice
Whole Group Opening
Student Choice
Small Group Zone
Digital Content Zone
Collaborative Zone
Independent Zone
Check for Understanding
Students should use goals or reflections to make choices. Teachers can guide students to certain choices based on previous day’s check for understanding.
Student may have a choice in how they access the content (different media, etc.) or how they demonstrate understanding.
Whole group opening can be used to give a brief introduction to the content/standard(s) covered. It can also be used to set expectations for the flex model, introduce choices, and provide students time to set goals/make informed choices.
Independent work is assigned based on individual student needs as informed by previous formative assessments, observations and/or student goals.
The collaborative zone allows student to reach higher levels of critical thinking as they apply learned concepts and skills. This could be a game, project, shared writing, etc.
This teacher led station allows students to get support from the teacher. This may be a student choice or required by teacher based on data.
Student use of digital content at this station allows for extra practice aligned to individual student needs and/or adaptive programs used to meet students at their level.
Student reflect on their work and/or take an exit ticket to demonstrate understanding of content covered. Data can be used to inform playlist options for the following day.
KPBSD Wave 2 Base Design 2e: Flex Model (Intervention)
Small Group 1:1 w/Teacher
Digital Content Zone
Collaborative Zone
Independent Work
Progress Monitor
Assigned based on individual student needs as informed by previous formative assessments, observations and/or student goals. Students working on different standards.
Math/Reading Games
Teacher-led practice fluency and/or comprehension
Student use of digital content at this station allows for extra practice aligned to individual student needs and/or adaptive programs used to meet students at their level.
Data Collection
Data gathered (i.e. classroom assessments, benchmark scores, progress monitoring, etc.)
Fridays
KPBSD Wave 2 Base Design 2f: Genius Hour Project (multiple days)
Whole Group Opening
Student Choice
Align students on expectations for project and introduce common theme.
Students explore topics related to common theme for project and select a topic of their choice.
Goal Setting
Students set goals for project (time management, project requirements, research plan, presentation options, etc.)
Independent Work
Project work time
Small Group Instruction
Teacher-led small group or 1:1 as needed.
Student Presentations
Students demonstrate understanding of content through presentations. Students have choice in how they demonstrate understanding (i.e. written report, teacher for the day, demonstration, podcast, video, art, etc.)
Station Rotation + Flex Variations
KPBSD Wave 2 Base Design 3a: Weekly Schedule - Three Station Rotation + Flex
Friday (Flex)
Monday
Tuesday - Thursday (Rotation)
Whole Group instruction
Pre-Assessment
Station Rotation
Digital Content
Digital Content Station to target individual skill gaps and provide skills practice.
Student Choice
Post-Assessment
Playlists including:
- Digital Content
- Project based learning
- Independent practice
- Real World Applications
-Targeted Small Group
Weekly assessment used to measure progress, regroup students, and set goals
Build background knowledge, introduce new content, set expectations for stations.
Measure student understanding of new content in order to identify groups.
AND/OR
Independent Work
Collaborative Work
Student pulled as needed for teacher-led small group
Small Group pull out
Whole Group Instruction
(optional)
KPBSD Wave 2 Base Design 3b: Station with Teacher or Student Choice
Whole Group Opening
Check for Understanding
Digital Content
Collaborative Work
Independent Work
Create
Peer-to-Peer
Closing is used to bring an end to the day’s lesson and could include:
- Journal reflection
- Exit Ticket
- Class Discussion
- Formative assessment
- Review game
First day for content:
- Pre-assessment
- Hook Activity
- Brainstorming
- notes
Following days:
- Journal/Reflection
- Class discussion
- Formative Assessment
- Review
Station A:
More Practice
Station B:
I’ve Got This
Targeted Small Group Pull-Out
As needed:
Teacher pull-out
Teacher assigned or student choice
May Do’s
(student choice)
KPBSD Wave 2 Base Design 3c: Must Do/May Do Playlist
Whole Group Opening
Digital Content
Independent Work
Writing
Word Work
First day for content:
- Pre-assessment
- Hook Activity
- Brainstorming
- notes
Following days:
- Journal/Reflection
- Class discussion
- Formative Assessment
- Review
Must Do’s
(teacher assigned)
Targeted Small Group Pull-Out
As needed:
Teacher pull-out
Peer-to-Peer
Whole Group Opening
Check for Understanding
Digital Content Assignment
Peer to Peer or Small Group Check-In
Independent Work
Creation
Independent Work
Digital Content
Creation
Small Group Check-In
Student Choice
Group 1
Independent Work
Digital Content
Creation
Small Group Check-In
Student Choice
Group 2
Independent Work
Digital Content
Creation
Small Group Check-In
Student Choice
Group 3
Independent Work
Digital Content
Creation
Small Group Check-In
Student Choice
Group 4
KPBSD Wave 2 Base Design 3d: Flex Model w/ Multiple Pathways
Check for Understanding
Examples:
Exit Ticket
CFU
Discussion
Review Game
Targeted Small Group Pull-Out
As needed:
Teacher pull-out
Sample Playlist choices vary by need of groups
Groups formed from data
Appendix
Small Group Instruction
Whole Group Opening
Creation Station
Explore Station
Maker Station
Whole Group Closing
Digital Content
Digital Tools
Independent Work
Collaborative Work
Peer to Peer
Reflection
Peer to Peer Feedback
Readers’ Workshop
Writers’
Workshop
Formative Assessment
Check for Understanding
tbd
tbd
tbd
Whole Group Opening
Whole Group Closing
Small Group Instruction
Digital Content
Check for Understanding
Pre-Assessment
Post-Assessment
Entrance Ticket
Exit Ticket
Collaborative Work
Independent Work
Creation Station
Reflection
Feedback