Loading presentation...

Present Remotely

Send the link below via email or IM

Copy

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.

DeleteCancel

Fundamental 5 - MPMS 2014-2015 BTSC

Deepening Understanding of the Fundamental 5
by

Christell Marshall

on 8 September 2014

Comments (0)

Please log in to add your comment.

Report abuse

Transcript of Fundamental 5 - MPMS 2014-2015 BTSC

Fundamental Five Implementation
The Formula for Quality Instruction
Three Fundamental Practices

Cain's Foundation Trinity
The Implementation of a Common Scope and Sequence.
The use of short-term common assessments.
The increased monitoring and support of classroom teachers by campus instructional leadership and support personnel.
Staff Development
Implement the Fundamental Five Quality Instructional Formula to enhance the Tier I instruction in all classrooms.
Strengths Identification and Personal Development
(Cain & Laird, 2011)
Framing the Lesson
Power Zone
Small Group Purposeful Talk
Praise & Encouragement
Write Critically
What Makes the Difference?
INSTRUCTION
Anyone? Anyone?
Effective Lesson Frames HaveTwo Components
Daily Learning Objective (We will statements...)
The Closing Question, Product, or Task (I will statements...)
We will learn the components of an effective lesson frame and identify 2 reasons why it is critical to quality instruction.

I will explain why lesson frames are critical to student learning & create a lesson frame to share with my table group.
Now turn to your elbow partner and discuss what you learned about lesson frames.
Must Be Prominently Posted in the Classroom
Practice writing a lesson frame within your academic groups
We will...

I will...
How do students know what is important in your classroom?
How do you determine student comprehension within the instructional portion of your lesson?

SGPT Discuss with your neighbor.
Instructional Filters
Students have built in filters
How do we organize information in our brains?
What causes our brains not to over whelmed?
Life Experiences Create Instructional Filters
Prior Academic Knowledge
Prior Academic Success
Enriched and Varied Life Experiences
Motivation
Stress Levels
Some students have very few or ineffective filters
Students Benefits are obvious:
Students can follow the lesson better
Higher Functioning students are learning at higher levels more quickly.
Teacher Benefits
Increase teacher efficiency
Students learn at a faster pace
More focused learning environment
Relevance
In-Content
Real-World
Across-Content
Relevance
Creating Relevance for the students
3 Levels
Move into Academic Groups
Making Connections

Simplest of the Fundamental Five to implement!
POWER ZONE
Discuss at your table what Cain/Laird say about the importance of creating relevance some examples of across-content and real-world relevance that you could use in your classroom instruction with your first unit.

SGPT
What is not the POWER ZONE?
Working in the POWER ZONE
On Task Behaviors Increase
Discipline Issues Decrease
Student Retention of the Content Increases
Defined: as teaching and monitoring in close proximity to one student or a group of students
Share with your partner what you know thus far about the importance of the POWER ZONE, location of the POWER ZONE, and what benefits it should give the teacher.

SGPT
Spotlights our Fragile Students!
We will define Power Zone and explore the benefits of it.

I will list the benefits of being in the POWER ZONE that will enhance my success of the lesson, my classroom management and know the minimum percent of time I need to be working in the POWER ZONE.


Small Group Purposeful Talk
Students are allowed to talk in a structured teacher-driven discussion every 10 to 15 mins.
Groups of 4 or less, for 30 seconds to 3 mins.
Teachers must be in the POWER ZONE
S small
G group
P purposeful
T talk
SEED QUESTIONS
Pre-planned questions
Purposefully designed to guide the student conversation towards the learning outcome!
Replace "Does anyone have any questions?" with seed questions
Allows teacher to direct the rigor and increase relevance with each SGPT opportunity
Discuss with a new partner what you know about SGPT.
STATE CHANGES
Adults 10 - 15 Mins.
Teenagers 8 - 10 Mins.
What are we doing?
I am lost?
I don't understand?
ATTENTION SPAN
SGPT
Write 3 seed questions in your academic group. Make sure that one of your seed questions is for the students to find relevance of the lesson.
Follow up: How could you increase or decrease the rigor of your seed questions?
Develop 3 seed questions on your own and share them in your groups.
Praise and Encouragement
Getting praise/recognition feels good and giving praise/recognition feels better. Let's choose to feel good everyday and every class period.


Discuss how you could use or will use academic praise and encouragement in your class room this school year, especially with your fragile students.
SGPT
Personalize the
Praise
The use of effective encouragement/reinforcement can produce a 20 - 48 percentile gain in student achievement.
Marzano, 2001
What is your classroom environment like?
Is it a home field or home court advantage for your students?
How do we make it like that? SGPT
Power of Positivity
You can really reduce the brain's potential through negative thinking.

Activity
Purpose is to:
Organize
Clarify
Defend
Refute Analyze
Dissect
Connect
Expand
Ideas & Concepts
Writing Critically
Reasons Teachers Steer Away from Writing Critically
Critical Writing is too lengthy
Too time consuming
End product must be polished
Writing should be done in ELA classes
Discuss how you check for comprehension during your direct instruction time in your classroom?
SGPT
What Critical Writing Is Not!
It is not copying
It is not filling in the blanks
It is not word searches or crossword puzzles (not rigorous)
It is not free writing
Critical Writing Can Be
A simple list
A short comparison paragraph
A quick summary
A mind or concept map
Written exit ticket out of class
A formal essay
With your group, discuss and list examples of possible critical writing activities. How could you use these in your classroom? SGPT
Write a description of how your classroom instruction would change if you implemented the critical writing in your classroom?

Give some benefits of assessing student comprehension before the students leave the classroom.
3
We believe all kids can learn......

1. based on their ability.
2. if they take advantage of the opportunity.
3. something, and we will create a warm, pleasant
environment for them.
4. and we will do whatever it takes to ensure they achieve the agreed-upon standards.
Mance Park Middle School HISD
Where great learning happens!
What metaphorical connections can you make between this video and our situation today?
How do you help students create instructional filters?
LF's should be written with intent to manipulate thinking at specific levels of rigor.
Evaluate LF for Rigor and Relavance
With your table, summarize Lesson Frames in 1 profound statement.
Write 3 sentences explaining to a new teacher what you expect of teachers on your campus in regards to the Power Zone.
Fundamental 5-MPMS 2014-2015
Performance Indicators
Data Analysis
Data Driven Instruction
Rubrics
Common Formative Assessments
Common Planning
Continuous Staff Learning
Content Expertise
PLCs
DuFour's Questions
CWT Process
TEKS Resource System
FTM
Differentiated Instruction
RTI
Balanced Literacy
Bloom's
Centers & Stations
Modifications & Accommodations
Behavior Management
CW
What do these teachers have in common?
Engaging Instruction
Fundamental 5
Technology
Hands-On
Socratic Seminar
Building Relationships
Classroom Walk-Through Process
Page 4
In your groups, discuss the Introduction to the Fudamental Five:
Where did the "5" come from?
Which of the 5 are you most comfortable with?
Which of the 5 do you think will be most challenging for you?
How do you think it will impact accountability?
Walk & Talk
Take 5 stickies
On each write 1 thing you:
know you know
think you know
want to know
About the Fun 5
We will review the components & benefits of FSGPT.

I will list 4 components and 3 benefits of FSGPT.
Compile a list of SGPT and CW ideas we have used so far today.

What else has been modeled thus far?
See Primacy/Recency Effect
Book pg. 56-57
We will discuss the use of Praise & Encouragement and the academic and social/behavioral values of using it.

I will describe the benefits of using Praise & Encouragement in the classroom to my partner and explain the difference between Recognition and Reinforcement.



We will discuss the use of Praise & Encouragement and the academic and social/behavioral values of using it.

I will describe the benefits of using Praise & Encouragement in the classroom to my partner and explain the difference between Praise and Encouragement.
Fact or Fib Smack Down
Writing critically means you must be writing with a higher order of thinking.
Many teachers think "writing" is not their responsibility.
Teachers can raise the level of rigor by using writing critically in their instruction.
Writing critically can not be used for organizing information.
Writing critically takes a large percentage of instructional time.
List - Circle - Justify - Defend

We will discuss the use of Critical Writing as part of the instructional process and the research that indicates its effectiveness.

I will identify 3 forms of critical writing and explain why using them frequently is proven to be beneficial to my students.

Teacher craft has to change and it is our job as instructional leaders to ensure that it happens.
What committment will you make to improve instruction on our campus?

What committment will you make to put the square peg fit in the round hole?

What goals do you have for your class in terms of using the Fundamental 5?


Book pg. 34
Handout pg. 8 & 9
Discuss how Proximity Instruction (Book pg. 47-48 is beneficial to our academically fragile students.
At your table, write a profound statement to explain Frequent Small-group Purposeful Talk
With your table, create a profound statement explaining the use of Praise and Encouragement.
Research & Student Performance
ID similarities & differences = 31-46% increase
Summarization = 23-47% increase
Meaningful Notetaking = 13-44% increase
With your group, write a profound statement to define Writing Critically.
Learning Lens for Tier 1

Data Drive Instruction
Data Analysis
Rubrics
Common planning
Formative assessments
Summative assessments

Engaging Instruction
Fundamental 5
Technology
Hands On Activities
Building Relationships
Full transcript