The Fundamental 5 (2017)
- 2. WHAT IS THE FUNDAMENTAL 5 ? THEY ARE THE FIVE CRITICAL PRACTICES THAT ARE AT THE CORE OF HIGHLY EFFECTIVE INSTRUCTION. 1.FRAME THE LESSON 2.WORK IN THE POWER ZONE 3.FREQUENT, SMALL GROUP PURPOSEFUL TALK 4.RECOGNIZE AND REINFORCE 5.WRITE CRITICALLY
- 3. WHY USE THE FUNDAMENTAL 5 ? •BECAUSE THE GREATEST IMPACT ON STUDENT ACHIEVEMENT IS QUALITY INSTRUCTION
- 5. TWO PARTS TO THE LESSON FRAME -- 1. “ WE WILL” STATEMENT – TELLS THE STUDENTS WHAT YOU ARE GOING TO TEACH TODAY (THE OBJECTIVE) 2. “ I WILL” STATEMENT – TELLS THE STUDENTS HOW THEY WILL DEMONSTRATE THAT THEY LEARNED THE OBJECTIVE TODAY CONCENTRATING ON LESSON FRAMES HELPS YOU TO PLAN YOUR LESSON BETTER
- 7. QUESTIONS ABOUT FRAMING THE LESSON ?
- 9. POWER ZONE = TEACHING OR MONITORING IN CLOSE PROXIMITY TO THE STUDENTS • BEING CLOSE TO ONE STUDENT OR CLOSE TO A GROUP OF STUDENTS SIGNIFICANT CHANGES HAPPEN WITH THE CLASSROOM DYNAMIC WHEN A TEACHER IS IN THE POWER ZONE • ON TASK BEHAVIORS INCREASE • DISCIPLINE ISSUES DECREASE • STUDENT RETENTION OF THE CONTENT INCREASES • STUDENT ACHIEVEMENT INCREASES
- 10. YOU HAVE TO MAKE A CONSCIOUS COMMITMENT TO BEING IN THE POWER ZONE. YOU NEED TO PURPOSEFULLY ARRANGE THE CLASSROOM TO FACILITATE TEACHER MOVEMENT. MORE TIME IN THE POWER ZONE BETTER LEARNING & BETTER CLASSROOM MANAGEMENT. • MOVE AROUND THE ROOM CHECKING ON THE STUDENTS. • REINFORCE THE POSITIVE BEHAVIORS. • HAVE FREQUENT AND ONGOING FORMATIVE ASSESSMENTS. • CONTINUALLY MAKE ADJUSTMENTS IN THE INSTRUCTION.
- 11. POWER ZONE
- 12. QUESTIONS ABOUT THE POWER ZONE ?
- 14. 1. PRACTICE USING PRE-PLANNED QUESTIONS THAT GUIDE STUDENT CONVERSATIONS TOWARD THE DESIRED LEARNING OUTCOME. 2. AFTER 10-15 MINUTES OF TEACHER TALK, HAVE THE STUDENTS TALK (GROUPS OF 2-4) WHY SHOULD WE USE FREQUENT, SMALL GROUP PURPOSEFUL TALK? STRETCHES THE RIGOR & RELEVANCE OF THE LESSON ALLOWS FOR DIFFERENTIATED INSTRUCTION CEMENTS THE LEARNING FOR SOME ALLOWS FOR PEER TUTORING … HELPS THOSE WHO MAY NOT HAVE FULLY “GOTTEN IT”
- 15. FREQUENT SMALL GROUP, PURPOSEFUL TALK
- 16. QUESTIONS ABOUT FREQUENT, SMALL GROUP PURPOSEFUL TALK ?
- 18. MAKE A BIG DEAL OUT OF THE SMALL THINGS THATTHEY ARE DOINGRIGHT. • EX – A LOW-PERFORMING STUDENT SCORES A PASSING GRADE ON A TEST • EX – A STUDENT WHO NEVER TURNS IN HIS HOMEWORK, TURNED IT IN TODAY. REINFORCETHE WORK THAT IT TAKES TO BE SUCCESSFUL. • PERSONALIZATION AND SPECIFICITY ALLOWS YOU TO SHAPE THE BEHAVIOR YOU WANT. LOOK FOR THE POSITIVES, GOODTHINGS GOINGON, & BE SPECIFIC. • THIS RECOGNITION PROVIDES THE STUDENTS WITH MOTIVATION TO CONTINUE WITH THEIR ACADEMIC SUCCESS. • REINFORCING THE WORK BUILDS HABITS WHICH ALLOWS FOR CONTINUED IMPROVEMENT IN STUDENT PERFORMANCE.
- 20. QUESTIONS ABOUT RECOGNIZING & REINFORCING ?
- 22. • WRITING FOR THE PURPOSE TO ORGANIZE, CLARIFY, DEFEND, REFUTE, ANALYZE, DISSECT, CONNECT, AND /OR EXPAND. (WHAT DO YOU NOTICE ABOUT THE VERBS? ) • WRITING IS THE MOST NATURAL AND AUTHENTIC WAY TO INCREASE RIGOR. • GIVE THE STUDENTS TIME TO DO IT IN CLASS … 5 MINUTES, 5 -10 MINUTES, ETC. • SAMPLES SIMPLE LIST, SHORT PARAGRAPH, QUICK SUMMARY, MIND MAP, PURPOSEFUL NOTE TAKING (CORNELL NOTES), WRITTEN EXIT TICKET, OR A FORMAL ESSAY OR PAPER CRITICAL WRITING IS NOT COPYING, NOTFILL IN THE BLANK WORKSHEETS, NOTFREE WRITING Write more … remember more !!!
- 23. CRITICAL WRITING
- 25. THE FUNDAMENTAL 5 THE FIVE CRITICAL PRACTICES THAT ARE AT THE CORE OF HIGHLY EFFECTIVE INSTRUCTION 1.LESSON FRAME 2.POWER ZONE 3.FREQUENT, SMALL GROUP PURPOSEFUL TALK 4.RECOGNIZE & REINFORCE 5.WRITE CRITICALLY
- 27. LESSON FRAME
- 28. POWER ZONE
- 29. FREQUENT SMALL GROUP, PURPOSEFUL TALK