Framing t he Lesson

1. Framing the Lesson El Dorado High School July 24, 2012

2. Every Unit/Chapter/Theme should have one or two over reaching question(s) that encompass the key concepts from that unit. • Must be posted where everyone can see it. • Can be the same for 2 days- 8 days (it depends on the length of the unit) • Will allow the teacher to increase rigor in the classroom: SAMPLE: How will the concepts in Fundamental 5 help increase student success? ESSENTIAL QUESTION

3. There are 2 distinct parts: Beginning (states what student will learn that day) • Learning Objective • Essential Question/statement End (states how the student will demonstrate his/her understanding of the learning objective) • Closing Question • Product or task What is Framing the Lesson?

4. It must be written in concrete language • It must be in student-friendly language For the Learning Objective: Create a statement: “ We will….” Example: “ We will indentify the components of an effective lesson frame.” For the Closing Question, product or task: it tell students how he/she will demonstrate what was learned during the lesson. It serves as a conclusion of the class. Create a statement: “ I will…” Example: “ I will create and share a lesson frame with my table group.” How do you “Frame” the lesson?

5. ESSENTIAL QUESTION: How will the concepts in Fundamental 5 help increase student success? LEARNING OBJECTIVE: “ We will indentify the components of an effective lesson frame.” CLOSING TASK: “ I will create and share a lesson frame with my table group.” What does it look like?

6. Take 2 minutes of think time to create one lesson frame for your class • You will have 1 minute to “Write it” down on your paper • On my cue you will do a “Single Round-Robin” and share answers with table group THINK- WRITE-ROBIN

7. It allows the teacher to move students to higher thinking levels by stretching the rigor between lesson objective and closing task. My example starts at the comprehension level (key verb: identify) and successful completion of the closing product will require student cognition to higher level of rigor, synthesis (key verb: create). • Once developed the lesson frame should be posted prominently in the classroom, so that it is visible and legible from anywhere in the classroom, so that teacher and student can refer back to it throughout the lesson. Why is it important to FRAME your lesson?

8. Topic for Discussion: • Will you use Lesson Framing for your classes? Explain your answer. StandUp-HandUp-PairUp

9. Mr. Pena – Silly Sport

10. Working the Power Zone El Dorado High School July 24, 2012

11. Typically standing in the classroom- • In front • Side • Back webpages.scu.edu The Lecture Position

12. http://video.search.yahoo.com/video/play?p=youtube%20ferris%20bueller%20teaching%20moment&tnr=21&vid=4643019217764433&turl=http%3A%2F%2Fts2.mm.bing.net%2Fvideos%2Fthumbnail.aspx%3Fq%3D4643019217764433%26id%3Dfd8a03d80270aa73649dab3439cb9d61%26bid%3Dhc5eSw3HIWJG%252bQ%26bn%3DThumb%26url%3Dhttp%253a%252f%252fwww.youtube.com%252fwatch%253fv%253ddxPVyieptwA&rurl=http%3A%2F%2Fwww.youtube.com%2Fwatch%3Fv%3DdxPVyieptwA&sigr=11aclrnnb&newfp=1&tit=Boring+Economics+Teacherhttp://video.search.yahoo.com/video/play?p=youtube%20ferris%20bueller%20teaching%20moment&tnr=21&vid=4643019217764433&turl=http%3A%2F%2Fts2.mm.bing.net%2Fvideos%2Fthumbnail.aspx%3Fq%3D4643019217764433%26id%3Dfd8a03d80270aa73649dab3439cb9d61%26bid%3Dhc5eSw3HIWJG%252bQ%26bn%3DThumb%26url%3Dhttp%253a%252f%252fwww.youtube.com%252fwatch%253fv%253ddxPVyieptwA&rurl=http%3A%2F%2Fwww.youtube.com%2Fwatch%3Fv%3DdxPVyieptwA&sigr=11aclrnnb&newfp=1&tit=Boring+Economics+Teacher Boring Econ teacher from Ferris Bueller's Day Offyoutube.com

13. What suggestions would you give this teacher? RoundRobin

14. The teacher keeps professional distance from the students • Audience, receiving information and taking notes • Perhaps bored • Pretending to be interested The Lecture Position

15. Teaching and monitoring in close proximity • One student • Small group of students • Entire classroom full of students The Power Zone

16. Power Zone #1

17. Power Zone #2

18. Power Zone #3

19. Teacher positions themselves in the middle of the action… • Identify minute changes in behavior or performance • Reinforce positive behaviors • Decreases discipline behavior and concerns Why is Proximity Control Important?

20. Conduct frequent and ongoing formative assessments • Instant microadjustments based on students needs • Improve the effectiveness of instruction • Critical in improving student academic performance! Why is Proximity Control Important?

21. “The teacher who spends a significant amount of instructional time in the power zone is able to accurately address specific student misconceptions, which increases students success, increases the overall pace of instruction, allowing teachers to increase the depth and/or breadth of the content…” -Sean Cain and Mike Laird Quote

22. Make a conscious commitment to the practice 100% of a given class period • Purposely arrange your classroom to facilitate teacher movement • Limit or remove common teacher distractions Putting it All Together- Power Zone Strategy

23. Be prepared to share: • 3 important facts about the power zone Time Shared- Pair Share- Today’s Outcomes

24. Closing Task/Write Critically

25. Traditional 55 Minute Class Period

26. With your Shoulder partner Timed Pair Share Partner A starts, Partner B listens: In one minute explain what kind of writing students do in your class. Switch at time cue You’re the best!

27. How important is our mission to ensure writing across the curriculum? • 1572 freshmen failed EOC Writing • 2078 freshmen failed one EOC test

28. So what exactly is “Critical Writing”? • Simple list • Short comparison paragraph • Quick Summary • Mind Map • Purposeful notetaking • Written exit ticket • Formal Essay • One Pager • Cornell Summary

29. Critical Writing is meant for those big projects counting for several grades. True critical writing includes several pages. It isn’t critical writing without footnotes. Numerous revisions will lead to effective critical writing. Critical Writing Misconceptions

30. “…converting current amounts of time and hard work from unproductive ‘stuff’ to literacy activities…would be far more meaningful to both students and teachers.” Schmoker 2006 Discuss for one minute with your Face partner. You’re awesome!

31. When students write in all classes, student literacy skills increase significantly! We cannot afford to NOT have students writing in every class. Like anything else, student writing will improve with consistent practice throughout the day.

32. A critical writing activity will allow teachers to immediately increase instructional rigor After the students discuss the reasons why George and Lenny moved so much in Of Mice and Men… Your exit ticket today is: Explain in writing which of these reasons is the most important.

33. Your exit ticket for today is: • Write how you would explain slope to your best friend. • List 3 main reasons that led to the Spanish American War. • Explain the difference between aerobic and anaerobic. • Of the universities you are considering, explain why you favor one.

34. Writing Critically will allow students to make connections from the lesson, from other content areas, from real world examples. Our task is to ensure our students are ready for college. Allow your students to think by writing critically. They CAN do it!

35. Rally Table All table mates take turns passing the laminated blue slate listing different ways to incorporate critical writing into their classroom. List as many ways as possible!