2017-2018

The Paterson

Instructional Model

Priority I: Effective Academic Programs

Division of Academic Services/Special Programs

“Tell me and I forget, teach me and I may remember, involve me and I

learn.”

- Benjamin Franklin

What is the Instructional Model?

Framework for:

• Defines the essential components of the

learning environment, active learning, critical

thinking and collaborative learning

• Creates consistency in the delivery of the

curriculum

• Assists teachers with the design and delivery of

lessons

Content-Specific Instructional Models

Early Childhood

The Teacher’s

Role

Theory and Research

Blocks

Dynamic Play

Toys & Games

Art

Library

Discovery

Sand & Water

Music & Movement

Cooking

Computers

Outdoors

Comprehensive Health and Physical Education

Standards-Based

Sequential Student-Centered

Balanced Progressive

Psychomotor Success

Emotional Success

Social Success

Cognitive Success

Affective Success

Skills & content for

health, wellness and

fitness

Differentiate to needs of all

students

Practice skills independently

Promote lifelong desire of health &

fitness

Active & Healthy Lifestyle

Humanities The Workshop Model

I Do: Mini-lesson

• Demonstrate the reading or writing skill through modeling

We Do: Guided Practice

• Complete an activity with students to practice reading or writing skill

You Do: Independent Practice

• Accountable Talk, independent, small group, partners, and cooperative learning

Bilingual / ESL

Content specific models are

utilized in the native language

World Languages The district’s World Language program is proud to offer the

languages of Spanish, Mandarin, Arabic and French.

The Departmental curriculum are designed to convey the importance of non-native language immersion while:

Developing Admiration

Developing Respect

Developing perspectives

of other cultures

Cultural Diversity

CTE

Career

Technical

Education

Network Security

Dental Assisting

Nursing Assistant

Banking and Financial Services

Kitchen Support

Staff

Marketing

JROTC

College and Career Readiness

Thematic Academic Programs

• Business

• Childcare

• Construction Trades

• Culinary Arts

• Earth & Space Science

• Engineering

• Environmental Science

• Finance

• Fine & Performing Arts

• Global Studies

• Government & Public Administration

• Health Science (Patient Care Assistant & Dental Assisting)

• Hospitality & Tourism

• Information Technology (Network Security)

• Junior Reserve Officers’ Training Corps

• Marketing

• Mathematics

• Science

• Teaching & Education

• Technology

Instructional Technology-SAMR Model Redefinition

Create • Design • Invent • Compose

Discover • Transform • Change

Author • Produce

Tra

nsfo

rmatio

n

Modification

Discuss • Defend • Evaluate • Critique

Rank • Debate • Rationalized

Verify • Select • Give your opinion

Augmentation

Compare • Deconstruct • Simulate • Outline

Summarize • Deduce • Hack

Construct • Interview

Substitution

Summarize • Match • Define • Locate

Explain • Classify • Carry out

Describe • Play En

han

cem

en

t

Mathematics Conceptual Model

Structure and Routines of a Lesson MONITOR: Teacher selects examples for

Share, Discuss, and Analyze Phase based on:

• Different solution paths to the same task

• Different representations

• Errors

• Misconceptions

SHARE: Students explain their methods,

repeat others’ ideas, put ideas into their own

words, add on to ideas, ands ask for

clarification.

REPEAT THE CYCLE FOR EACH

SOLUTION PATH

COMPARE: Students discuss similarities and

differences between solution paths.

FOCUS: Discuss the meaning of

mathematical ideas in each representation

REFLECT: Engage students in a Quick

Write or a discussion of the process

Set-Up of the Task

The Explore Phase/Private Work Time

Generate Solutions

The Explore Phase/

Small Group Problem Solving

1- Generate and Compare Solutions

2- Assess and Advance Student Learning

Share, Discuss, and Analyze

Phase of the Lesson

1- Share and Model

2- Compare Solutions

3- Focus the Discussion on Key

Mathematical Ideas

4- Engage in a Quick Write

Science

Constructivist Learning Model

Engage

Promote curiosity about

the topic

Explore

Investigate possible causes

Explain

Share data and investigative

results

Elaborate

Investigate further

questions

Evaluate

Analyze data and draw

conclusions

Guidance and Student Support Services

Academic Development

Career Development

Personal/

Social Development

Classroom Curriculum

Individual Planning

Responsive Planning

Systems Support

Response to Interventions

Response to Interventions:

Three Tier Model of Support

Recommended Content-Specific Interventions

LITERACY • Fountas & Pinnell Leveled

Literacy Intervention (LLI) • Phonics First • Wilson Reading • Read 180 • System 44 • Achieve 3000 • Reading Recovery • Study Island • Guided Reading • Moby Max

MATHEMATICS • Success Maker • Accelerated Math

Intervention • Math Facts In A Flash • TenMarks • Focused Mathematics

Intervention • Study Island • Khan Academy • Think Through Math • Moby Max

Lesson Planning

What are the Elements

on the Lesson Plan Template?

• Objectives & Standards

• DOL

• Assessment

• Materials & Procedures

• Career Ready Practice Standards

• Accommodation / Modification

• Closure

• Intervention

• School Focus

• Assessment

• Homework

Using Time Effectively

Core Instructional Time Recommended Number of Minutes

English Language Arts/

ESL*

(K-2) 120 minutes daily

(3-5) 120 minutes daily

(6-8) 90 minutes daily

(K-12) 90 minutes daily*

Math (K-8) 80-90 minutes daily

(9-12) 40-45 minutes daily

Science (K-5) 4 times a week 40-45 minutes

(6-8) 40-45 minutes daily/3 times a week 90 minutes

Social Studies Personal Finance

(K-5) 2-3 times a week 40 minutes

(6-8) 3-4 times a week 40 minutes

Art/ Music (K-8) 80-90 minutes weekly

Physical Education/ Health (K-12) 150 minutes weekly

World Language (K-12) 90 minutes weekly

Intervention Period (K-8) 40-45 minutes daily

Handwriting (K-5) 40-45 minutes/6 day cycles

*These are minimums and subject areas can be integrated*

Recommended Teacher Collaboration Time

• Common Planning Time

• PLC

• Data Team Meetings

• Grade Level Meetings

• Job-Embedded Professional Development

Departmentalization Recommendations

Grades PK-2 Non-Departmentalized

Grades 3-5 Departmentalized or

Non-Departmentalized

Grade 6-12 Departmentalized

Early Childhood Schedule

Morning Group Meeting 15-20 minutes

Daily Morning Group consists of the following; greeting song, activity (Mighty Minute, or finger-play), sharing (discussion/shared writing as per Large Group guides), and News and Announcements (unique events of day; study-based materials and activities into centers).

Academic Choice Time 120-150 minutes

Daily Children’s Choice Time (they “choose the interest area which they would like to work, with whom they want to work, and what materials they want to use.”-TCC Foundations, p. 76); children are free to move from one interest area to another; time for teachers to become involved in children’s play and stimulate conversations;

teachers observe children, provide support and collect data.

Small Group Time 10-15 minutes Teachers plan engaging activities that introduce a new concept,

teach a specific skill, encourage conversations and the sharing of ideas, and extend children’s thinking. Teachers also focus

observations on individual children and each of their needs (differentiated instruction). Time is included in the beginning of

Academic Choice Time.

Outdoor Choice Time 45 minutes Outdoor Choice time consists of stations previously planned and

set up by teaching staff provide children with choices on gross motor and other physical activities outdoors.

Whole Group Extensions 10-15 minutes

A large group meeting of planned extension activities that can encompass language, social-emotional, literacy or activities related to science, technology, engineering, the arts, or math (STEAM).

Read Aloud 15 minutes

A large group where teachers plan to read and discuss a book that is connected to the current study. Read Aloud is connected to the study focus on specific skills that children need to learn such as print concepts, vocabulary and oral language, and phonological awareness. (These books and stories are listed in the study guides. Teachers follow directions on Book discussion cards; studies; and consider individual supports.

Story Time 10 -15 minutes Large group where teachers plan engaging stories which are not necessarily related to study. Teachers are encouraged to tell stories in various ways- books, oral storytelling, chants, nursery rhymes, finger plays, roleplaying with puppets, props…. Be CREATIVE! This opportunity is given twice during the day. Afternoon Group Meeting 10-15 minutes

A chance to reflect and review highlights of the day and what is planned for next day; ends with a good-bye song, poem or other closing ritual.

Math Block Grades K to 1 Grades 2 to 5 Grades 6 to 8

10-15 Minutes Do Now/ Math Talk/

Homework Review/ Math

Journal

35-45 Minutes Discussion of objective and

relevance of the lesson /

Mathematical Tasks/ Activities

for Daily Objective

20 Minutes Fluency activity, ex: addition,

subtraction, number writing,

Technology Integration

10-15 Minutes Class closure /DOL/ Math

Journal

Academic Choice Students have a choice for

content related activity

5-10 Minutes Do Now/ Math Talk/ Homework Review/ Math Journal

5-10 Minutes Set up Task (IFL or Curriculum Guide) / Discussion of

Objective and relevance of the lesson

5-10 Minutes Independent Exploration

20-30 Minutes Group Exploration (scaffold if necessary)

20-30 Minutes Share, Discuss, Analyze Phase by promoting student solutions

and connections between mathematical representations

20 Minutes Fluency activity, ex: multiplication/ division/ subtraction/

fractions, Technology Integration

5-10 Minutes Close Closure/ DOL/ Math Journal

5-10 Minutes Do Now/ Math Talk/ Homework

Review/ Math Journal/ Problem of the

Day

5-10 Minutes

Set up Task (IFL or Curriculum Guide)

/ Discussion of objective and relevance

of the lesson

5-10 Minutes Independent Exploration

30-40 Minutes Group Exploration (scaffold if

necessary)

20-30 Minutes Share, Discuss, Analyze Phase by

promoting student solutions and

connections between mathematical

representations

5-10 Minutes Class Closure/ DOL/ Math Journal

Science Instructional Sequencing 40-45 minute period 90 minute block

5-7 Minutes Do Now

5-7 Minutes Set up discrepant event/ Design challenge prompt/

Problem presentation

5-7 Minutes Partnered and large group discussion of phenomena

10 Minutes Test theories/ revise experimental design/ modify

prototype and retest

5-7 Minutes Partnered and large group discussion of outcomes

5-7 Minutes Class closure /DOL/ Reflection in Science notebook

5-10 Minutes Do Now

5-10 Minutes Set up discrepant event/ Design challenge prompt/ Problem presentation

20-30 Minutes Engage in experiment/design challenge/research (scaffold if necessary)

10 Minutes Share data, prototypes and research findings and develop

questions/modification suggestions

20 Minutes Test theories/ revise experimental design/ modify prototype and retest /seek

answers to additional research questions

10-15 Minutes Partnered and large group discussion of findings

5-10 Minutes Class Closure/ DOL/ Reflection in Science notebook

Please note that project based learning may take place over multiple days, so all elements of a lesson may not be observed during one day of a

PBL unit.

ELA Block Grades K to 2 Grades 3 to 5 Grades 6 to 8

SRA Phonics 40-45 Minutes Daily instruction

Reading Instruction 40 -45 Minutes

Daily Instruction, includes

Read aloud and guided

reading

Writer’s Workshop/ Comprehension Club

40-45 Minutes Writer’s Workshop will be

used 3 days of the 6 day cycle.

Comprehension club will

complete the 3 remaining days

in the cycle.

Academic Choice Students have a choice for

content related activity.

**During the use of IFL

Units, time should be

adjusted to accommodate

instruction using IFL

materials.**

Reading Instruction/Vocabulary 40-45 Minutes Daily Instruction, whole group reading and guided reading

Writer’s Workshop/ Writing Instruction 40 -45 Minutes

Writer’s Workshop will be used 3 days of the 6 day cycle. Writing

instruction will complete the 3 remaining days in the cycle. An

example of Writing instruction could be a readers notebook, or

in response to text, PARCC writing task, on demand task.

**During the use of IFL Units, time should be adjusted to

accommodate instruction using IFL materials.**

Reading Instruction/Vocabulary 40-45 Minutes

Daily Instruction, whole group reading

and independent reading

Writing Instruction 40-45 Minutes

Writing instruction designated by the

curriculum guide on specific genres.

**During the use of IFL Units, time

should be adjusted to accommodate

instruction using IFL materials.**

Targeted

Strategies

District

Support &

Instructional

Leadership

Aligned &

Rigorous

Curriculum

Aligned

Learning

Walks,

Observations

and Evaluations

Aligned

Quality

Instruction

Family &

Community

Involvement

Aligned

Assessments

&

Benchmarks

Data

Driven

Decisions

Nine

Principles

of Learning

Differentiated

Instruction

Based on Data

and Students’

Needs