A New Instructional Model

This morning, Dirk Funk walked into the Region 16. It reminded me of our work together in Amarillo ISD. We developed an instructional model that we feel helps us look differently at instruction in the age of technology. In revisiting the TTESS rubric in light of what students should be doing, this model probably gives us further direction on the kinds of work we need to be designing for students.

Our work is NO LONGER about US giving students access to text and questioning them through the meanings.

Their participation in class is NO LONGER about us assigning work for them to show us they can regurgitate what WE have just said.

Our work is NO LONGER about US accomplishing a checklist or sequence of instruction, but about giving the students the time and structures to reflect on their own learning.

Our work is NO LONGER about passing grades and checking  for compliant completion of assignments, but finding ways to allow students to participate and contribute meaningfully to each other and their communities.

Our work is NO LONGER about enforcing and requiring anything but about helping students decide and build the capacities as learners to understand how they will become self-sustaining learners.

1. How can we design lessons that cause STUDENTS to Access content knowledge from a variety of sources?
2. How can we design opportunities in the lesson for STUDENTS to Apply new learning and skills in meaningful contexts?
3. How can we design opportunities in the lesson for STUDENTS to Reflect on the content, skills, and learning process?
4. What lesson structures allow STUDENTS to Contribute to the content or skills, to the learning environment, and to themselves?
5. What lesson activities allow STUDENTS to Commit to the use and growth of the content, skills, or use of lesson objectives?