Common Instructional Framework

MRC Instructional Framework

The Framework for Improving Student Outcomes (FISO) is the unifying framework for improvement in Victorian schools. The FISO uses contemporary school improvement and school effectiveness research to help schools focus their efforts on key areas that are known to have the greatest impact on improved student outcomes.

The MRC Instructional Framework is underpinned by the FISO model, with a focus on students at the centre of all teaching, learning and pedagogical improvement.

How does the MRC Instructional Framework compare to other models?

LEARNING SEQUENCE

students should be doing

TEACHER should be doing

Learning Intention and

Success Criteria

Articulating and creating the learning goals of the lesson
Developing key questions relevant to the LI & SC
Identifying and defining keywords and unknown words from the LI & SC
Making connections to prior learning and the real world

Engage

Actively participating in the designated ‘Do Now’ task
Articulating links between do now task and lesson focus

Learning Intention and

Success Criteria

Introduce goals / set goals for the lesson
Prompting connections to prior learning and context
Identifying the lesson purpose within the unit/lesson sequence

Engage

Provide a short accessible task for students to begin the lesson
Collecting observational/anecdotal data to inform lesson progression
Supporting engagement of off task and challenging students

Explicit Teaching

Actively listening to teacher instruction
Processing new key knowledge

Explore

Ask questions and seek clarification on new knowledge and skills
Working independently/ collaboratively to build understanding (we do)
Connect prior knowledge with new key skills
Investigating and experimenting with new skills and concepts

Explicit Teaching

Deliver new knowledge
Model skills ('I do' phase)
Explicitly highlight and create links/connections to prior learning

Explore

Support students to generate and investigate questions
Model/co-construct worked examples with students ('we do')
Differentiate levels of instruction / activities according to student needs
Probe / prompt and/or clarify student understanding through questioning or discussion
Collecting observation and informative data
Provide links to concepts taught in the explicit teaching phase

Understand & Apply

Record evidence / demonstrate new learning
Apply new skills and knowledge to a task ('you do')
Ask clarifying questions
Seek and apply feedback
Apply new concepts to previous or prior learning

Review

Critically evaluate performance with reference to learning intention and success criteria
Set goals for future learning

Understand & Apply

Roam classroom and conference as required ('you do')
Provide differentiated learning opportunities/ tasks and level of scaffolding (extension and support)
Provide feedback on the completion of student tasks
Probe and unpack level of student understanding
Collect formative / summative evidence and data

Review

Revise learning intention and success criteria
Address misconceptions/ gaps in learning
Make connections to future learning opportunities
Acknowledge learning successes and progress