Avon Instructional Model
The Avon Instructional Model (AIM) was collaboratively developed by our teachers, instructional coaches, and administrators to reflect our shared commitment to high-quality teaching and learning. Grounded in educational research, the model identifies core lesson design components and instructional strategies that support all students in belonging, learning, and growing every day. It serves as a unified framework to guide classroom practice across our district.
Scroll down to access lesson design components, learn more about our strategies, and to download resources.
Lesson Design
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AIM Strategies
Teacher Clarity means that students clearly understand what they are learning (Learning Target), why they are learning it (Purpose), how they will know they’ve learned it (Success Criteria), where they are in their learning (Progress Monitoring), and what’s next in the progression (Next Steps).
Direct Instruction is a teacher-led, structured approach to teaching where: learning goals are clear and explicit, content is delivered with clarity and structure, and the teacher models the process (I Do) before engaging students in practice (We Do, You Do).
Ensuring the content taught is directly applicable to students’ lives, interests, and real-world situations. Connecting knowledge to the real-world makes learning relevant.
Developing positive rapport for positive outcomes to impact staff-student, student-student, and staff-staff relationships
Providing timely, specific, and actionable responses to student performance in order to help them achieve mastery of the instructional objective.
Classroom discussion is a structured conversation facilitated by the teacher in which learners share ideas, ask questions, and build understanding through dialogue centered on academic content.
Intentionally bringing to the forefront a learner's existing knowledge or experiences to help them make connections and understand new content. Existing knowledge comes from their family, their community, their experiences, and their own learning, such as from reading.
Support structures are put in place to assist students in accomplishing new tasks and concepts they could not typically achieve on their own.