FUNDAMENTAL

1. 5 FUNDAMENTAL Frame the Lesson Work in the Power Zone Frequent Small Group Purposeful Talk Write Critically Recognize and Reinforce

2. Why Are The Fundamental Five Behaviors So Important? • They are teaching behaviors that can be inserted into any lesson you currently teach • As a package they work for every lesson (common practice) and they increase the likelihood that students will understand and remember today’s content (student learning) • They are concrete behaviors instead of abstract and misunderstood terms like: highly engaged; interactive classroom; & motivated learners. • They are clearly stated expectations and their use can be clearly monitored

3. Frame the Lesson The Objective: We will identify and discuss distinctive characteristics of Framing the Lesson. The Product: I will create Lesson Frames to implement in my classroom the first week of school. LeadYourSchool.Blogspot.Com

4. Frame The Lesson • What is lesson framing? • Why should we frame the lesson? • Adult reasons • Student reasons • What does lesson framing look like? • How do we frame the lesson?

5. Consider The Frame For This Training • The Concrete Objective --We will identify and discuss distinctive characteristics of Framing the Lesson. • The key words are “identify,” a knowledge word and “discuss,” a comprehension word • The Closing Product --I will create Lesson Frames to implement in my classroom the first week of school. • The key words are “create” and “implement,” both synthesis words

6. Lesson Frames: Elementary ELA • Objective: We will identify the rising action in a work of fiction. • Product: I will work with a partner to identify and list words that create suspense.

7. Lesson Frames: Secondary ELA • Objective: We will identify and discuss the themes of Macbeth. • Product: I will share with my partner which of the Macbeth themes apply to my life and why.

8. Lesson Frames: Elementary Mathematics • Objective: We will add and subtract decimals. • Product: I will compute the balance for my teacher’s bank account.

9. Lesson Frames: Secondary Mathematics • Objective: We will identify the elements of line equations. • Product: I will write down how I would explain slope to a family member.

10. Lesson Frames: Elementary Science • Objective: We will identify natural sources of fresh water. • Product: I will complete an exit ticket describing the difference between fresh water and salt water.

11. Lesson Frames: Secondary Science • Objective: We will review lab safety practices and procedures. • Product: I will create a lab safety mnemonic with my lab partners and share it with the class.

12. Lesson Frames: Elementary Social Studies • Objective: We will discuss the regions of Texas and the products from each region. • Product: I will identify the most valuable region of Texas and justify my answer.

13. Lesson Frames: Secondary Social Studies • Objective: We will identify and discuss why two important battles became the turning point of the Civil War. • Product: I will be able to explain why a newspaper would write, “The South Will Lose the War,” after these two battles.

14. OBJECTIVE: We will learn how to locate and name points on the coordinate graph. Product: I will create a set of directions for how to locate a given point on the graph.

15. Learning Log for the Lesson Framing Product Teacher ___________________________ School ____________________________ Period ________ Subject _________________ Week Dates ________________ Construct a one or two sentence summary of the key understanding from today’s lesson.

16. Instructional Segment Reset Touch Three Walls

17. Reminders And Helpful Hints • Framing the lesson assists in both lesson planning and delivery • Framing the lesson moves instruction to the higher levels of Bloom’s Taxonomy • Framing the lesson provides students with additional filters for sorting information • Framing the lesson provides teachers and students a final check for understanding

18. Product On the back of the handout provided, create Lesson Frames (Objectives and Products) to be used in your classroom the first week of school.

19. 5 FUNDAMENTAL Frame the Lesson Work in the Power Zone Frequent Small Group Purposeful Talk Write Critically Recognize and Reinforce 19

20. Jump Start Your Classroom- Module Two - The Objective: We will discuss “Working in the Power Zone” and “Frequent Small Group Purposeful Talk” . The Product: I will create an action plan for working in the power zone and develop question stems to implement frequent small group purposeful talk in my classroom . LeadYourSchool.Blogspot.Com

21. Jump Start Your ClassroomReminders from Module One • The Purpose • Create a solid and consistent foundation of five key instructional behaviors • Provide teachers with five key practices that will magnify the effectiveness of their teaching and their students learning • Things To Remember • Work in teams • Works every day in every classroom • Fake it until you make it • The Focused Review: Lesson Framing • Opening objective; closing product; concrete, student friendly language; posted prominently in the classroom; specific to the daily lesson • How have your students responded?

22. 5 FUNDAMENTAL Frame the Lesson Work in the Power Zone Frequent Small Group Purposeful Talk Write Critically Recognize and Reinforce

23. Work In The Power Zone • What is the power zone? • Why should we teach in the power zone? • Adult reasons • Student reasons • What does working in the power zone look like? • How do we spend more time in the power zone?

24. Make it happen… • Two minute review – With a partner, discuss how you can restructure your classroom to work more often in the Power Zone.

25. Small Group, Purposeful Talk • What is frequent small group, purposeful talk about the learning? • Why should we stop and talk purposefully? • Adult reasons • Student reasons • What does frequent small group, purposeful talk about the learning look like? • How do we stop and talk purposely?

27. LECTURE READING AUDIOVISUAL DEMONSTRATION DISCUSSION GROUPS PRACTICE by DOING/SIMULATIONS TEACH OTHERS/IMMEDIATE USE OF LEARNING Learning PyramidAmount of Learning Remembered After 24 Hours • 5% Learning • 10% Learning • 20% Learning • 30% Learning • 50% Learning • 75% Learning • 90% Learning

28. Sample Question Stems • What are three of the… (Knowledge) • Compare the key elements of (Comprehension) • Solve the problem of…(Application) • Contrast what was discussed to… (Analysis) • Predict what you think the result will be when… (Synthesis) • Justify why you selected… (Evaluation)

29. Make it happen. For the next 3 minutes….. • With your partner or table group, think of a lesson you will teach in the next few days. • How can you infuse small group purposeful talk into that lesson? • What problem would you like for your groups to discuss? • What product will you use to evaluate that discussion?

30. Instructional Segment Reset Brain Exercise Listening/Memory/Movement

31. Reminders And Helpful Hints • Working in the Power Zone • Working in the Power Zone increases on-task behavior and decreases student discipline problems • Working in the Power Zone magnifies the effectiveness of everything you do in the classroom • Working in the Power Zone necessitates wearing comfortable shoes • Frequent Small Group Purposeful Talk About The Learning • Takes advantage of the “Primacy/Recency” effect • Allows students to create personal meaning and relevance • Lends itself to improved formative assessment and increased instructional rigor • Requires careful timing, perhaps using a kitchen timer initially • Works best when question stems are pre-planned

32. 5 FUNDAMENTAL Frame the Lesson Work in the Power Zone Frequent Small Group Purposeful Talk Write Critically Recognize and Reinforce

33. Fundamental 5 visioning…… • On the back of your notes, write a short paragraph (2-3 sentences) describing your expected reward for the effort you will put forth to implement oneof the three practices – Framing the Lesson, Working in the Power Zone, or Frequent Small Group Purposeful Talk relative to increased student participation or achievement.

34. Jump Start Your Classroom- Module Three - The Objective: We will discuss “Recognition and Reinforcement” and “Critical Writing” The Product: I will create an action plan for recognition and reinforcement and writing critically in my classroom LeadYourSchool.Blogspot.Com

35. Jump Start Your ClassroomReminders from Module Two • The Purpose • Provide teachers with five key practices that will magnify the effectivenessof their teaching and their students learning • Develop an implementation plan for each individual classroom • Things To Remember • Work in teams • Works in every classroom • Practice makes perfect • The Focused Review: Power Zone and Purposeful Talk • Power Zone: Work in close proximity to students; magnifies the effectivenessof all other instructional practices • Purposeful Talk: Clarifies thought; creates meaning; increases participation; improves retention • How have your students responded?

36. Reinforce and Recognize • What is reinforcement and recognition? • Why should we reinforce and recognize? • Adult reasons • Student reasons • What does recognition and reinforcement look like? • How do we recognize and reinforce?

37. Recognition The research indicates…… • Rewards are most effective when they are contingent on the attainment of some standard of performance. • Verbal rewards that are personal to an individual student are very effective in increasing motivation • Acknowledgement by the teacher of a job well done is an essential part of forming healthy relationships with students

38. What is the relationship between effort and success?

39. Research indicates… Many students often are unaware of the relationship between effort and success. Reinforcement in the classroom should tie effort to success.

40. Research indicates… Teachers can and should explicitly teach this connection Simply learning about the importance of effort increases achievement Reinforcement in the classroom should tie effort to success.

41. Instructional Segment Reset Brain Exercise Stacking Numbers

42. Writing fires the brain and ensure understanding Write a three or four sentence paragraph to explain how you see the first four elements of the Fundamental five as interrelated.

43. Write Critically • What is critical writing? • Why should we write critically? • Adult reasons • Student reasons • What does critical writing look like? • How do we write critically?

44. Sample Writing Prompts • How would you recognize ______? (Knowledge) • What is the main idea of ______? (Comprehension) • Why does ______ work? (Application) • How is ______ connected to ______? (Analysis) • What would happen if ______? (Synthesis) • Which element do you think is the most important and why? (Evaluation)

45. Reminders And Helpful Hints • Recognize and Reinforce • Provides personalization • Shapes behavior • Creates intrinsic motivation • Commit to the practice and/or help others as they build their skills • Write Critically • Not often a formal writing • Allows student to distill ideas into a tangible product • Lends itself to improved formative assessment and increased instructional rigor progression • Works best when writing prompts have been pre-planned • Can often serve as a natural closing product

46. Summary of Key Concepts • The fundament five are the teacher practices that set-up every other practice • The high frequency and high quality execution of the fundamental five raise both the floor and ceiling of student performance • The fundamental five can be implemented immediately in every classroom for every lesson segment • The fundamental five are the bricks and mortar of vibrant professional learning communities

47. Instructional Segment Reset Brain Exercise Stacking Words

48. Make it happen. For the next 3 minutes….. • With your partner or table group, think of a lesson you will teach in the next few days. • What are some critical writing prompts you can use to check for understanding? • Work to increase the level of Bloom’s?

49. Closing “Preparation preserves good and prevents evil.” ~ Ginger Zigler

50. 5 FUNDAMENTAL Frame the Lesson Work in the Power Zone Frequent Small Group Purposeful Talk Write Critically Recognize and Reinforce