1 of 24

KPBSD Wave 2

Bank of Instructional Models

March 2018

2 of 24

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.

3 of 24

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:

  • Collaborative Station: Peer-to-peer instruction, collaborative projects, group problems, etc. Consider leveraging this framework.
  • Independent Station: Independent work to provide individual pace or path; choice projects; opportunities to set and review goals; formative assessments; etc.
  • Reading/Writing Station: Opportunity to engage in Readers’/Writers’ Workshop, reflection assignments and projects, journaling, etc.
  • Makerspace: Consider the following resources - Examples, Resources, Article
  • Creation/Exploration Station: Create space for students to engage in creation and exploration activities such as researching new topics, conducting experiments, testing out ideas, interest projects, peer-to-peer interviews, design thinking exercises, etc.
  • Reflection Station: Set aside time and space for students to reflect on their learning, goals, and efforts to succeed in class. Provide them with sentence starters to describe their efforts.
  • Peer-to-Peer Learning: Opportunities for students to provide feedback, empathize, engage in discussion, practice problems, read to each other, etc.

4 of 24

Wave 2 Design Trends

5 of 24

Design Plan Trends

  • 23 classroom instructional models submitted across 17 schools

  • Majority of designs leverage small-group instruction through either a flex or station rotation model

  • Emphasis on use of formative assessment data to inform targeted instruction

  • Several models included some level of student choice whether that be in content, pace, or performance task

  • Inclusion of some form of digital content and/or tools for delivery of individualized content.

6 of 24

Station Rotation Variations

7 of 24

[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.)

8 of 24

[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.

9 of 24

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

10 of 24

Flex Model Variations

11 of 24

[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

12 of 24

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

13 of 24

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.

14 of 24

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.

15 of 24

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

16 of 24

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.)

17 of 24

Station Rotation + Flex Variations

18 of 24

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)

19 of 24

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

20 of 24

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

21 of 24

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

22 of 24

Appendix

23 of 24

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

24 of 24

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