Development Using the Fundamental 5 to Provide Quality Instruction the results of the study well document that the most important factor affecting student learning is the teacher The immediate and clear implication of this finding is that seemingly ID: 776090
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Slide1
Levelland ISD Professional Development
Using the Fundamental 5 to Provide Quality Instruction
Slide2“… the results of the study well document that the most important factor affecting student learning is the teacher… The immediate and clear implication of this finding is that seemingly more can be done to improve education by improving the effectiveness of teachers than by any other single factor.”
The Importance of Instruction
Slide3Today we will examine the Fundamental 5 strategies for Quality Instruction.I WILL answer the following question in writing: What obstacles might I have to overcome as I implement the Fundamental 5 in my classroom?
Lesson Frame
Slide4Frame the LessonWork the Power ZoneFrequent, Small Group, Purposeful Talk about the learningRecognize and ReinforceWrite CriticallyHigh frequency and high quality are the key to success!
Fundamental 5
Slide5These are NOT RECOMMENDATIONS from which you pick and choose. These are 5 individual practices that interact and interconnect to produce dramatic effects.One MUST execute ALL 5 fundamentals EVERY lesson. (If even one is missing or used haphazardly, it greatly diminishes the effect.)Think of a fist – one finger is broken or goes astray, you will not be able to strike with force.
OVERVIEW
Slide6Simplest form: represents the beginning and end of a lesson2 Distinct parts:The daily learning objective;The closing question, product, or task.DAILY LEARNING OBJECTIVEWhat the student can expect to learn todayStating (Verbalizing) the learning objective(s) at the very beginning of each lesson MUST be a deliberate act on the part of the teacher.MUST be written in concrete, student-friendly language. “We will…” statementsEx: We will IDENTIFY components of an effective lesson frame.
Framing the Lesson
Slide7Part 2 of the Frame:
The closing question, product, or task.
How the student will demonstrate understanding of the learning objective
Also written in concrete, student-friendly language
Provides proof to the student and teacher that the objective(s) was met
Presented as “I will…” statement
Ex: I will CREATE and share a lesson frame with my table group.
Remember! A properly constructed lesson frame has 2 parts and when crafted correctly increases the RIGOR of the lesson.
Slide8We will IDENTIFY the components of an effective lesson frame.I will CREATE and SHARE a lesson frame with my table group.Notice that the teacher moves the students to a higher level of cognition by stretching the rigor between the objective and the closing question, product, or task.Objective: Key verb, IDENTIFY (comprehension level of Blooms)Successful completion of closing product: Key verb, CREATE (synthesis level of Blooms)Lesson frame MUST BE POSTED PROMINENTLY AND VISIBLY in the classroom (so teachers and students can refer back to it) and VERBALIZED DAILY.How is this process for posting your objective similar or different from your current practice? What changes might you make?
Example of Increased Rigor
Slide9Simplest of the Fundamental 5 Practices3 Areas teachers typically teach from:The teacher work areaUsually engaged in 1 of 3 activities:Teacher “administrivia”: attendance, grading assignments, checking email, etc.No Activity: watching students take a test, work on assignments, put up supplies, etc.Delivering instructionThe lecture position (standing at the front, back, or side of the room)Sage on the stage, gulf of professional space between teacher and studentsStudents serve as adoring audience (usually bored out of their minds but some are talented enough to look interested and “take notes”.The POWER ZONE
Work in the POWER ZONE
Slide10MOST effective position to conduct your craftSimply teaching or monitoring in close proximityIF you engage in this practice, EVERY other instructional practice you use is enhanced and more powerful.EXPECTATION – 75% OR MORE of your class time spent in the POWER ZONE!
The POWER ZONE
Slide11On task behaviors increase, discipline issues decrease – Retention of content increases = corresponding gains in student achievementProximity for behavior is no surprise (Best classroom management technique since the stone age)Proximity for instruction EFFECTIVE because:Teachers in the middle of the action can immediately respond to student changes in behavior or performance.Reinforce positive behaviors, extinguish negative behaviors before fires ariseBEST position to conduct frequent and on-going formative assessments and micro-adjust instructionBETTER address individual student misconceptions
Why the POWER ZONE is Effectiv
e
Slide12Most self-explanatory of the Fundamental 5Every 10-15 minutes of teacher lead discussion or at completion of major concept – teacher stops and briefly (30 seconds – 3 minutes) has students discuss a seed question related to the learning outcome.Key-focused, micro-discussion (NOT PLAYTIME) Structure provided by teacher:FrequencyGroup SizeSeed Question(s)POWER ZONE
Frequent, Small Group, Purposeful Talk about the Learning
Slide13Pre-planned questionsGuide students to the desired learning outcomeExample: I want you to briefly discuss with your partner the difference between the English Monarchy and the American Presidency.Example: Explain to your partner why you agree with or disagree with…Example: Outline the key elements of…Example: What are some of the pros and cons of…
Seed Questions
Slide14Got to stay in it! GOT TO STAY IN IT!!BEST place to be to:Ensure students remain focused and on taskHear critical insights made by students that can be shared with the whole classIdentify points of misunderstanding and re-teach now rather than after a test or quiz
POWER ZONE
Slide15Adult language vs. Student languageTime to translateStudents who understand adult speak have an advantageStudent retentionPeer-to-peer instructionPlow ahead at full speed and leave kids in your wake or FSGPTResearch shows slower, more deliberate AND peer-to-peer are most effectiveIn your classroom, how many times per day do you incorporate FSGPT?
Why FSGPT is Important
Slide161880’s research (Ebbinghaus) – In a learning episode, we tend to remember BEST that which comes first, 2nd best, second, etc.Remember LEAST anything after the middle of the learning episodeProblem – MOST teachers have 1 start and 1 finishBrain DOESN’T track time (class periods), it tracks changes in state.Change in physical OR mental state!Multiple changes = multiple starts/finishesMultiple vibrant learning throughout the class!Problem – MOST teachers have 1 start and 1 finishTypical adult attention span – 10 to 15 minutes Typical teenager - 8 to 10 minutes (Allen, 2009)In your classroom, how frequently do you change your students’ mental/physical state?
Primacy/Recency Effect
Slide17SHOULD BE THE EASIEST TO IMPLEMENT – Disney World of SchoolsAddress both sides of the learning coin – Academic and BehavioralWhy?Marzano (2001) – Use of effective reinforcement produces between a 20-48 percentile gain in student achievementThink about that from school perspective, teacher perspective, student perspective!
Recognize and Reinforce
Slide18MAKE Academic Success a REALLY BIG DEAL!Praise OFTEN!Not just the A studentsStudent average 71% on test and now gets an 85%Student participates more in class discussionsStruggling student turns in Homework all weekRecognition at ANY level provides student with motivation to continue pursuit of academic success.Students (especially At-Risk) can FINALLY see connection between effort and reward.Personalize and be specific“Good job, class. MOST of you turned in your homework this week.”“Great job, Table 3. Your entire group has turned in your homework all week.”
Tips/Points
Slide19Critical writing – writing for the purpose of organizing, clarifying, defending, refuting, analyzing, dissecting, connecting/expanding on ideas and concepts. LEAST frequently used fundamental instruction techniqueResults Now (Schmoker, 2006)1,500 classroom observations____# classrooms either writing or using a rubric
Write Critically
Slide20Function of Weight: many pages, citations, footnotes, revisionsAmount of time: perfect spelling, multiple drafts, ready for publicationJob of the English/Writing Teacher – not applicable to your content area.What are some reasons you do not write more in your classroom?
Misconceptions of
Critical Writing
Slide21ISProcess of putting focused thought on to paperExample: short list, comparison paragraph, summary of non-fiction article, mind map, written exit slip, formal essay, term paperDistilling abstract thoughts into concrete understandings
What CW IS and IS NOT
IS NOT
NOT Copying notes – turns entire classroom into Xerox machines.
NOT Fill in the Blank
NOT Free Writing
Slide22Classroom Instruction That Works (Marzano, 2001) Identify Similarities and Differences - +31-46 percentile points gain in student achievementSummarizing - +23-47 percentile points gain in student achievementNote-taking (not copying) - +13-44 percentile points gain in student achievementIncreases the amount of material that can be recalled and improves retention speedWriting critically on a regular basis improves literacy skillsReading/writing so intertwined that cognitively they are essentially the same skill.
Raw Power of CW
Slide23Allows teacher to stretch rigor of ANY lesson and extend high level of rigor longerCan be completed in 10 minutesExcellent source of Formative AssessmentShould ALWAYS be assessedDoes NOT have to be FORMALLY assessedNatural Closing Product (but can be used at any point in a lesson)Are you convinced yet? Why or Why Not?
More Reasons to Incorporate CW
Slide24Create a list of the Fundamental 5 practices. (Blooms Knowledge)Indicate which practice you feel is most important. (Analysis)Defend your selection. (Evaluation)Read/Discuss your answers with your table group.How have you moved up Blooms and maintained high rigor level?
Stretch Rigor Longer
Slide25Short critical writing exercise can be a GREAT closing productExample: I WILL… answer the following question? What obstacles might I have to overcome as I implement the Fundamental 5 in my classroom?Less than 5 minutes on an index cardAnalysis level and relevant to students
CW Makes GREAT Closing Product
Slide26Today we will examine the Fundamental 5 strategies for Quality Instruction.I WILL answer the following question in writing: What obstacles might I have to overcome as I implement the Fundamental 5 in my classroom?
Lesson Frame
Slide2720 Word SummaryUsing exactly 20 words, summarize what you learned today about…
CW Activities
Slide28Don’t Break the BankStudents are given a dollar amount and are asked to summarize the content without “Breaking the Bank”Example:Each word you write costs $0.10You must spend between $2.70 and $3.00When all are done, trade papers with a classmate and “total up” the words.
CW Activities
Slide29Minute PaperStudents are timed as they write a written response to one or two questions provided by the teacher regarding today’s learning.
CW Activities
Slide30Muddiest PointStudents write down the most confusing or least clear part of what they just heard or saw.Teacher collects responses, which provides immediate feedback on student understanding of presented material
CW Activities
Slide31Pros and Cons GridStudents search for at least two sides to the issue in questionWorks well in Social Studies, Criminal Justice, Ethical/Value based scenarios in Literature or Science
CW Activities
Slide32Reflective Journal EntriesHave you ever wondered about ___?Let me tell you about ___.I wonder why ___.I like to ___ for many reasons.I know how to ___. First ___I think ____ was ____ for many reasons.I just learned facts about ___.It’s fun to ___. First you ___Many changes happen to ___
CW Activities
Slide33Prior to the class, the teacher should:Preview the scope and sequenceFrame the Lesson (FRAME THE LESSON)Today, we will…I will write… (WRITE CRITICALLY)Plan or select one mid-to-high rigor question to ask the students (FREQUENT, SMALL GROUP, PURPOSEFUL TALK ABOUT THE LEARNING)
The Big Easy Secret Plan for Stress-Free Instruction
Slide34During the class, the teacher should:
Greet the students at the classroom door, welcome them to class, and shake their hands (RECOGNIZE AND REINFORCE)
Read the lesson frame to the class (FRAME THE LESSON)
Move to the POWER ZONE and start the lesson (WORK IN THE POWER ZONE)
At a point near the middle of the class period, stop. Have the students turn to their neighbor. Ask the students to discuss the mid-to-high rigor question that was preselected. Let the students talk in their small group for two minutes (FREQUENT, SMALL GROUP, PURPOSEFUL TALK ABOUT THE LEARNING)
Remain in the POWER ZONE and monitor the students’ conversations (WORK IN THE POWER ZONE; FREQUENT, SMALL GROUP, PURPOSEFUL TALK ABOUT THE LEARNING; additional opportunities to RECOGNIZE AND REINFORCE
Slide356. Cue the students to conclude their conversation
7. Compliment the students on their effort and behavior. If a student made a really good point in his or her discussion, have the student share the discussion point with the class (RECOGNIZE AND REINFORCE)
8. Have the students continue with the planned instruction and activities. While the students are working, wander through the room checking the progress of individual students (WORK IN THE POWER ZONE, continue to RECOGNIZE AND REINFORCE)
9. With five minutes left in the class period, give the students an index card or Post-it note. Have the students answer the closing question in three to six sentences (WRITE CRITICALLY and FRME THE LESSON)
10. Collect the index cards or Post-it notes at the door, as the students exit the class
Slide36After the class, the teacher should:
Scan the written responses.
Use the information from the students’ writing to create the warm-up activity for the next time class meets.