Bellaire PS – Instructional Model

Aim High
At Bellaire Primary School lessons are structured in very similar ways. Using an Instructional Model clears a path for teachers to implement High Impact Teaching Strategies – which are the critical
practices for effective teaching and learning. Bellaire’s Instructional Model is developed from research on best practice education, which aims to put the students at the centre of teaching and learning

APT
and follows a Gradual Release of Responsibility approach (I do, we do, you do). The model encapsulates a shared, whole-school collaborative approach to Teaching & Learning. Research shows that
independent learning must be accompanied by intentional instruction and conferring.

Teachers and students revisit the learning intention and success criteria to Planning The warm-up is an opportunity to get your students ready for learning in
establish if the lesson aims were met. It is a time to celebrate successes and a structured and purposeful manner. Warm-ups can be completed as a
share learning. Teachers may make these engaging and interactive, whole class, in partners or individually, depending on your focus. It may
depending on the focus. Teachers use debriefs to establish a 'where to next' also be a good time to complete conferencing and/or focus group with
for the students. students.
Warm-ups may include: Independent Reading, VCOP activity, Number

The 'catch' is a quick, whole-class, time-out from Learning Time to

model or share need-to-know strategies that will re-engage students in their Teachers begin by sharing what the lesson will involve
learning. and what they expect from their learners in terms of
A 'catch' may be either PLANNED or UNPLANNED & RESPONSIVE to behaviour and organisation.
students' needs. For example; to clarify confusion or misconceptions Teachers share and unpack the lesson Learning
learners may be experiencing.   Intention.

Students work with the content and the Learning Intention and focus on
achieving their own personal learning goals. They may work both
Teachers build on prior knowledge and connect one day to the next. Teachers explicitly
independently and/or collaboratively. Teachers have specific roles
show and model to their students what they are learning, why they are learning it, and how
within a lesson and use this time to work with individuals and groups of
to be successful. They make mini-lessons interactive by using various protocols such as
students to provide guided instruction. They use this time to support all
'turn-&-talk' and 'think-pair-share'.
students achieve the learning intention and their personal goals.
Teachers share and unpack the lesson Success Criteria.
Teachers use this time to gather data to inform future learning.

Student & Teacher Roles within a Lesson

Student Role
Warm Up
o Engage in the Warm-Up activity or teacher-led Guided Teaching Group /
Conference
Opening / Introduction o Developing an understanding of lesson purpose and focus
Mini Lesson o Engage in whole class learning through; observing explicit instruction /
modelling or participating in shared learning
o Co-constructing the Success Criteria with the teacher
Learning Time o Practice and apply the understanding / skill shown in the Mini Lesson by
engaging in a differentiated task (that address LI and SC)
o Engage in focus groups to work on individual needs / goals
Catch o Engage with teacher who is clarifying misconceptions, sharing success,
refocusing, sharing examples, reminding of expectations
Debrief o Reflect and share learning – aligned to the LI and SC
Teacher Role
o Introduce Warm-Up.
o Facilitate Guided Teaching / Conference to meet the needs of the students
o Introduce, explain and unpack the Learning Intention and key vocabulary
o Explicit teaching and modelling in line with the Learning Intention.
o Explain task requirements
o Co-constructing the Success Criteria with the students
o Facilitate focus groups / confer with individual students to support and
extend learners
o Clarify misconceptions
o Share examples and success
o Re-focus / re-direct students
o Guide and facilitate reflection of the lesson using formative evidence
(including observational) and assessment of student learning