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 three elements - what students do (Science and Engineering Practices), what students think about (Disciplinary Core Ideas), and the lenses that connect it all (Crosscutting Concepts) - this approach asks students to make sense of real-world phenomena the way scientists actually work. This reflects a core shift called for by the Next Generation Science Standards: students figure things out rather than being told. In practice, that means students 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. When it’s time to show what they’ve learned, students apply this same thinking to a new phenomenon, demonstrating understanding through what they can do and explain rather than what they can recall.

Template: 3-D (Word/Accessible)

Rubric: 3-D (Word/Accessible)

Template: 3-D (Google Doc)

Rubric: 3-D (Google Doc)