Instructional Minute

One of the ways that we engage students in learning is utilizing the Workshop Model (Direct Instruction). See the diagram below as a reminder.

The activities and assignments are the centerpiece of student engagement, since they deter­mine what it is that students are asked to do. Activities and assignments that promote learning require student thinking that emphasizes depth over breadth and encourage students to explain their thinking. Activities and assignments could be integrated into these areas of the model:

• Learning Targets
• Guided Practice
• Work Time

The Concrete Representational Abstract (CRA) model is a teaching framework that helps students learn math (and science) concepts by moving from concrete to abstract:

• Concrete: Students start by learning with physical objects, such as manipulatives, to model problems.
• Representational: Students move to pictorial representations of the concrete objects, such as drawings, circles, dots, or tallies.
• Abstract: Students use abstract symbols to solve problems.

The CRA model is based on Jerome Brunner's theory of cognitive development, which includes enactive (action-based), iconic (image-based), and symbolic (language-based) stages. The CRA model can be used in any setting, including whole class, small group, or individual, and can benefit students of all levels.

This resource introduces the idea of visible thinking routines. Teachers can pick routines to use periodically (making them activities), but ideally teachers would choose 1-3 to use regularly enough that they become thinking routines. A thinking routine is a set of questions or a brief sequence of steps used to scaffold and support student thinking. Project Zero researchers designed thinking routines to deepen students’ thinking and to help make that thinking “visible.” Thinking routines help to reveal students’ thinking to the teacher and also help students themselves to notice and name particular “thinking moves,” making those moves more available and useful to them in other contexts. Click the link below to be directed to Project Zero.

Project Zero: Thinking Routines

Danielson, Charlotte. Implementing the Framework for Teaching in Enhancing Professional Practice. Alexandria, VA :ASCD, 2009.

Dive into a quick video and discover how much you can learn in just a few moments!

Dive into our Stay One Step Ahead on-demand webinar series! You will find implementation best practices for grades PreK–5.

With these on-demand webinars, you’ll be able to:

• Master the key components of new CKLA units for your specific grade level.
• Gain practical tips and innovative techniques from program experts.
• Feel confident observing an Amplify lesson.

As we progress through the school year, this is the perfect time to pause and celebrate the hard work and passion for science that you and your students bring every day!

Download digital classroom posters, featuring artwork from Amplify Science units, to help your students reflect on what they have learned, accomplished, and loved in science class this year.

Create custom targeted question sets to improve instruction. This resource has thousands of real test questions, allows the user to filter questions, and then export into a PDF if needed. Follow the link below for access!

SAT, PSAT 8/9, PSAT 10 Educator Question Bank

Elicit student thinking:

• Tell us your thinking.

Support student thinking:

• What were you thinking when you decided to ______?
• Use wait time: Take your time… We’ll wait…

Extend student thinking:

• Now that you have solved the problem in that way, can you think of another way to work on this problem?
• How is your way of solving different from _______'s way?

Increase participation of other students in the conversation:

• Restate someone else’s reasoning: Can you repeat what ___________ just said in your own words?
• Apply own reasoning to someone else’s: Do you agree or disagree? Why?

Probe specific math topics:

• How can we check to be sure that this is the correct answer?
• Is that true for all cases?

Click on the above title to view the evaluation documents for staff!

Below you can find the new, updated required instructional minutes by grade level and content area. Each grade level also includes a sample schedule.

Teachers are encouraged to monitor student progress regularly using formative assessments and adjust pacing as needed based on classroom data. However, teachers should aim to stay within two weeks of the pacing outlined in the guides to maintain alignment with district-wide goals.

The documents attached outline K-8 curricular resources, standards and pacing. This can also be found by clicking here on the LSD website.

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.