Instructional Model

Our Pedagogical approach is shaped by the VTLM 2.0, to ensure best quality practice across the College, informed by the latest evidence and research on how students learn (The Science of Learning). Our approach is based on the Gradual Release of Responsibility framework embedded within the practice of Explict Teaching. This approach purposefully shifts the cognitive load from teacher-as-model, to joint responsibility of teacher and learner, to independent practice and application by the learner. Our model is recursive, where a teacher might reassume responsibility several times during a lesson to re-establish its purpose and provide additional instruction. Teachers know their students and content well, and by regularly checking for understanding, they purposefully plan interrelated lessons that transfer responsibility and build on acquired knowledge.

Our Instructional Model, which brings to life our pedagogical approach, has 5 phases of learning – Activate, Explicitly Teach, Practice, Apply and Review. This intentional shift has helped us to lead targeted and sequential, teacher Professional Learning, grounded in the latest evidence and research. Through improvement inquiry cycles, staff see the direct links from the model (phases) to teaching in the classroom (practices), helping them understand each phase and the connected practices proven to improve student learning outcomes.