Tarneit P-9 College - Instructional Model
High expectations and more than one year’s growth for all students!
Mini Lesson
What does it look like:
 Share the Learning Intention and Success Criteria - displayed and referred to
throughout the lesson.
 Explicit teaching of the skills or content of the lesson.
 Co develop Anchor Charts—reference posters displayed in the room to support
learning.
 Exposure to relevant vocabulary—where appropriate, added to the Vocabulary
Wall.
Formative Assessment examples: Teacher questioning, observations/notes during turn
and talk tasks, thumbs up and thumbs down, use of mini whiteboards etc.
Focus Group
What does it look like:
 Group of 4-8 students with similar needs (skills, concept or
content).
 Explicit teaching at point of need—support or extension.
 Formative assessment used to identify students and the
focus.
Formative Assessment examples: Anecdotal records, mini white-
board tasks, question/answer strategies, checklists etc.
Independent Learning Reflection
What does it look like: What does it look like:
 The teacher roams the classroom and supports the learning process.  Opportunity to self assess against the Success Criteria and identify direction for
 Students independently or in small groups practise or apply the focus of the Mini future learning.
Lesson.  Students articulate what they have learnt and the strategies/process they used.
 Learning tasks are differentiated/open ended to support learning needs.  Recognise and celebrate student learning.
 Students utilise a variety of resources within the classroom.  Reflection strategies vary from lesson to lesson, for example, partner, individual,
 Flexible learning spaces are used to enhance learning for example, common areas, journal entry, video etc.
floor space, tables, iPad hubs etc. Formative Assessment examples: Anecdotal records, checklists, journal entry, exit
strategies, self and peer assessment tools.
Formative Assessment examples: Anecdotal records, collecting work samples, criterion
based tasks, photographing or filming students, checklists, rubrics etc.
Independent Learning
(40 minutes)
Formative Assessment and Feedback
Conferencing/Check In
What does it look like:
 The teacher confers with 2 - 3 students (est. 3-5 mins), engaging in purposeful conversations regarding student learning, progress towards learning goals and assessing understanding.
 The teacher checks in with 2 - 4 students (est. 1 –2 mins) discussion progress with their learning goals.
 Students articulate and explain their thinking.
 Teacher identifies areas of need and perform on-the-spot teaching in order to demonstrate a targeted strategy.
 Teachers maintain anecdotal notes as a record of formative assessment— observations are noted.
 Feedback is timely, specific and allows students to adjust their thinking and work towards meeting their learning goals and criteria for success.
Formative Assessment examples: Learning Goals, anecdotal notes, conferencing notes, checklists etc.