This type of instructional design uses direct instruction (teaching students new concepts using explicit teaching techniques) with guided instruction (the time students spend practicing new material with teacher support).

Template: Direct Instruction + Guided Instruction (Word/Accessible)

Rubric: Direct Instruction + Guided Instruction (Word/Accessible)

Template: Direct Instruction + Guided Instruction (Google Docs)

Rubric: Direct Instruction + Guided Instruction (Google Docs)

Typically used for math instruction, the Launch+Explore+Summarize framework is structured around three phases: Launch - connecting prior knowledge and presenting students with a challenge, Explore - giving students time to work and the teacher time to focus on individual students and plan for the summary, and Summarize - the teacher orchestrating a discussion and reflecting on student learning.

Template: Launch + Explore + Summarize (Word/Accessible)

Rubric: Launch + Explore + Summarize Rubric (Word/Accessible)

Template: Launch + Explore + Summarize (Google Docs)

Rubric: Launch + Explore + Summarize (Google Docs)

Three-dimensional science instruction moves classrooms away from memorizing disconnected facts toward genuine understanding. By weaving together these three dimensions of science - what students do (Science and Engineering Practices), how students think (Crosscutting Concepts), and what students come to know and apply to make sense of phenomena (Disciplinary Core Ideas), students make sense of real-world contexts the way scientists actually do as they complete their work in the field. This reflects a core shift called for in current research, A Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas (NRC, 2012) in which students figure things out rather than being told. In practice, the three dimensions are implemented through inquiry instruction that supports students to gather evidence by observing, testing, and questioning a puzzling phenomenon; reason through what that evidence means, building and revising explanations as their thinking develops; and communicate their ideas by sharing models, arguments, and conclusions with peers. 

Template: 3-D (Word/Accessible)

Rubric: 3-D (Word/Accessible)

Template: 3-D (Google Doc)

Rubric: 3-D (Google Doc)