Instructional Minute

• Do Now
• Direct Instruction: Teacher Modeling (I Do)
• Direct Instruction: Guided Practice/Check for Understanding (We Do)
• Work Time (You Do)
• Debriefing and Formative Assessment

A teaching and learning process for ALL Lansing School District teachers and students.

• Takes place at the beginning of every class or subject area transitions
• It is a consistent procedure
• Located in the same place every time (on the Clevertouch, on a table, on student desks, etc.)
• Completed with little to no direction from the teacher
• Limited to 5-10 minutes maximum
• Thoughtfully planned to relate to previous content or priming the learning pump for today's content

• Teacher Modeling (I Do) is the first point of access to content for ALL learners - makes the content accessible to ALL
• Modeling shows students how to complete the task with accuracy
• Think Alouds make the learning visible
• Increases academic vocabulary
• Helps develop problem solving skills
• Helps students process new content
• Gives students the "why"
  
• Lecture (in small bites) can be an important strategy, but should always be complimented with I Do

Used as a vehicle to get to independent practice and not stay in Guided Practice (We Do) for the entirety of the lesson. Guided Practice is just one piece of Direct Instruction.

• Gives all students an opportunity to practice the skill (low stakes) that was modeled
• Gives the teacher an opportunity to know what the students understand and identify/correct any misconceptions
• Helps the teacher Check for Understanding - gather formative assessment data to make sure 75% of students are ready for collaborative or independent practice

• The time for students to dig in and practice the learning and apply what they have learned to the specific learning tartget.
• Gives the teachers an opportunity to release responsibility to the students
• Can include independent practice, collaborative learning, and/or small group instruction

• Student opportunity to synthesize and reflect on learning
• Maximizing student achievement through consistent monitoring and checking progress
• Teachers can correct and minimize obstacles of student learning
• Often quick and ungraded

The document attached outlines 9-12 curricular resources, standards and pacing. This can also be found by clicking here on the LSD website.

A resource to use as you see fit.