Loading presentation...

Present Remotely

Send the link below via email or IM


Present to your audience

Start remote presentation

  • Invited audience members will follow you as you navigate and present
  • People invited to a presentation do not need a Prezi account
  • This link expires 10 minutes after you close the presentation
  • A maximum of 30 users can follow your presentation
  • Learn more about this feature in our knowledge base article

Do you really want to delete this prezi?

Neither you, nor the coeditors you shared it with will be able to recover it again.


Fundamental 5: Framing the lesson

No description

Rosanna Morillo

on 20 November 2013

Comments (0)

Please log in to add your comment.

Report abuse

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
Our Lesson Frame
"We will identify the components of an effective lesson frame."
"I will create and share a lesson frame with my table group."
Students are bombarded with a constant
stream of information.
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
Ex: "We will identify the components of an effective lesson frame."
The closing question,
, 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.
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.
Discuss with your partner:
How is this information related to your current classroom and grade level?
Tips for Objectives
Tips for Products
Mrs. Morillo/Ms. Garza
Kinder Team

Cain, S. & Laird, M. Fundamental 5. The formula for quality instruction. 2001.

(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.
It provides a visual cue of exactly what they are expected to know and do.
Provides the answer to: why do I need to know this?
Productive classroom.
Apply at least 2 benefits in your classroom and justify them.
Based on the curriculum source, the teacher determines the critical concept that students must understand for the lesson to be considered successful.
Translate the critical concept into the age-appropriate language of the students.
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).
Use the 2 elements and the process to DESIGN your own LESSON FRAME with ONE SUBJECT.
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