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
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
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
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
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
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