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Fundamental 5: Framing the lesson

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by

Rosanna Morillo

on 20 November 2013

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Transcript of Fundamental 5: Framing the lesson

Fundamental 5:
Framing the lesson

What is a Lesson frame?

Simplest form: represents the beginning and end of a lesson.
Why it is important?
Instructional Filters
Why it is important?
The Socioeconomic Factor
Conclusion
Our Lesson Frame
"We will identify the components of an effective lesson frame."
AND
"I will create and share a lesson frame with my table group."
Students are bombarded with a constant
stream of information.
sort
evaluate
prioritize
categorize
make decisions about
Content mental filters are impacted by prior academic knowledge, prior academic success, enriched and varied life experiences, motivation, level of stress, etc.
Is made up two DISTINCT parts:

The daily learning
objective
;
Ex: "We will identify the components of an effective lesson frame."
The closing question,
product
, or task.
Ex: "I will create and share a lesson frame with my table group"
More affluent students have additional filters
that their less affluent peers do not.
Why?
How does framing the lesson address this ?
The lesson frame can serve in the filters place for students who have nonexistent, weak, or ineffective content-related filters.
The lesson frame helps to focus on the critical learning for the day for students with preexisting mental filters, leading to higher levels of learning.
Activity
Discuss with your partner:
How is this information related to your current classroom and grade level?
Tips for Objectives
Tips for Products
Products
Mrs. Morillo/Ms. Garza
Kinder Team
Sunnyside

References
Cain, S. & Laird, M. Fundamental 5. The formula for quality instruction. 2001.
http://www.tcecconference.com/uploads/files/behnkerachel-fundamental-5-for-administrators.pdf
gpisd.schoolwires.net/.../Nta%20ImplementationoftheFundamentalFive.p...‎

Benefits
teacher
(1) Clear on what concepts will be taught and how the student will demonstrate that he or she has learned that concept.
We just need to select the activities that will move the students from the objective to the final product.
(2) Students remember instructional content better if they find the material more relevant.
First: in-content
Use of content-specific knowledge within the content area.
Second: across-content
Use of content knowledge from one content are to complete tasks in a different content area.
Third: real-world
Use of content-specific knowledge to solve issues that directly relate to the student's nonacademic world.
(3) Classroom observation feedback.
The observer can improve the quality of the feedback provided to the teacher.
student
1.
It provides a visual cue of exactly what they are expected to know and do.
2.
Provides the answer to: why do I need to know this?
3.
Productive classroom.
ACTIVITY
Apply at least 2 benefits in your classroom and justify them.
PROCESS
1.
Based on the curriculum source, the teacher determines the critical concept that students must understand for the lesson to be considered successful.
2.
Translate the critical concept into the age-appropriate language of the students.
3.
Determine how the student can best demonstrate that he/she understands the critical concept.
4. The teacher translates this student demonstration into the age-appropriate language (closing product).
ACTIVITY
Use the 2 elements and the process to DESIGN your own LESSON FRAME with ONE SUBJECT.
Examples
We will solve problems with pennies and nickels.
I will apply what I learned to buy materials from our classroom store.
We will discuss what a plot is.
I will create my own story and identify the plot.
Full transcript