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The FUndamental 5

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Alice Lafferty

on 9 August 2015

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Transcript of The FUndamental 5

Recognize and Reinforce
Lesson Frame
represents the
of the lesson.
It has two parts:
-The learning objective
-How the student will demonstrate what was learned
We will
identify the components of an effective lesson frame.
I will
create and share a lesson frame with my table group.
Write Critically
Working in the Power Zone
Simply - You are where the students are!
The 3 classroom zones:
Work Area, Lecture, Power Zone
Whenever you teach in close proximity to one student, a small group of students, or the entire classroom of students, you are in the
Power Zone.

This makes every other instructional practice more powerful!

At your table, identify the benefits
to working in the Power Zone.
Frequent, Small-Group, Purposeful Talk: FSGPT
The FUndamental 5
The FORMULA for Quality Instruction
The Fundamental 5
Why does the Fundamental Five work?
It improves the focus of both the students and teacher on the learning objective for every class.
Conversations and critical writing improve the students' understanding of the subject and their recall of the facts and concepts.
It gives teachers accurate, effective, and efficient feedback to evaluate all students' understanding.
Helps build student self-confidence.
Frame the
Fundamental 5
A simple plan that a teacher can implement today that will improve the quality of classroom instruction.
Work in the Power Zone
Recognize and Reinforce
-We will explore the components of the Fundamental 5.
-I will create a summary statement based on the
F5 formula.

Frequent, Small-Group, Purposeful Talk About the Learning

Create a Lesson Frame at your table.
What is the learning objective? (We will . . )
How will the student demonstrate what was learned during the lesson?
(I will . . . )
On task behavior increases,
(You can address problems immediately)
builds relationships,
(Connect personally, show genuine interest)
student retention increases
(Provide immediate feedback, differentiate, answer questions.)

After every 10-15 mins of teacher-driven discussion
Teacher stops talking,
Students talk to each other responding to a
preplanned seed question,
Discussion lasts between 30 seconds and 3 minutes.
2-4 students per group.

You are not leading the discussion!
The key is
guiding questions.
Stay in the
Power Zone
during the conversations.
Mix up the way partners are chosen.

Recognizing improvement motivates students to continue.
Start reinforcing the work it takes to be successful.
Choose 2-5 behaviors you want to focus on.
When you're personal and specific it allows you to shape behavior.
Make a big deal out of small things.

Academic Reinforcement and Recognition
Improvements in achievement, not just high grades
Social and Behavioral Recognition
A student who has difficulty turning in work, now turns in a completed assignment.
Throwing trash away without being asked.
Necessary Components:
Examples of Reinforcement:
Reward and/or acknowledgment for 10 point improvements from previous exams.
Recognize and/or reward students that are on time to class for the entire week.
What's wrong with the following statements?
1. Good job class, most of you turned in your homework this week.
2. I would like to thank the students that picked up the mess in the hallway.
3. Good job, Joe.
Definition: Writing for the purpose of organizing, clarifying, defending, refuting, analyzing, dissecting, connecting, and/or expanding on ideas or concepts.

-The focus is critical
not weight.
-Stretches the rigor and relevance of every lesson.
- It's a formative assessment that doesn't have to be graded every time. It can be assessed by teacher observation, peer-review, self-assessment, use of a rubric, etc. You are assessing the
, not the writing.

A few examples of Critical Writing:
An Exit Ticket
Mind Map
A short Comparison Paragraph
Heading with bullet points
A "Tweet" summary (140 characters or less)
Purposeful note-taking (Cornell notes)
A formal essay
A Minute Paper
Mix it up!
What are the Fundamental Five?
Squares, Triangles, Circles: (note card)
List 4 things that "square" with my thinking;
3 things for which I need more information,
1 question circling around in my head.
Frame the Lesson
"Tell me and I forget. Teach me and I remember. Involve me and I learn." - Benjamin Franklin
Bloom's Taxonomy
- a questioning structure for higher-level thinking.
Bloom believed that education should promote
higher forms of thinking
, rather than simply transferring facts.
Using the
in the upper 3 domains will assure your students
are applying rigorous thinking.

This presentation is not a substitute for reading the Fundamental 5 book!

The author, Sean Cain, is on Twitter as @LYSNation
Framing the Lesson
is simply communicating the beginning and end.
the student
a clear picture of what's happening today:
We will . . .
-Letting them know how they will demonstrate that knowledge.
I will . . .
We will:
Written in student-friendly, specific language.
Clearly posted in the room.
Discussed at the beginning of the lesson.
One day's worth of learning.
I will:
Completed by every student
Evidence of learning
Assessed quickly by teacher
Product increases retention
Higher-level thinking

Full transcript