PHARR-SAN JUAN-ALAMO INDEPENDENT SCHOOL DISTRICT Common Instructional Framework An Instructional Design for College Readiness Reyna Torres & Gloria Garza, Instructional Coaches

Do Now 2 Common Instructional Framework 101 COMMON INSTRUCTIONAL FRAMEWORK Write the words ready, connected and complete on an index card. Take 3 minutes to write your insight/meaning for each word.

Frame the Vision 3 COMMON INSTRUCTIONAL FRAMEWORK Choose one of the words (ready, connected or complete) with which you feel the strongest connection with and be ready to share. (1 min) Stand Up, Hand Up, Pair Up Share your insight/meaning of the selected word. (2 min) This session will showcase the work that takes college vision to college reality.

Today, I will… understand how to use highly effective instructional practices that frame the delivery of a rigorous curriculum promoting college ready students. engage in activities using the six CIF strategies. learn how to promote a culture of achievement for high impact teaching and learning. 4 COMMON INSTRUCTIONAL FRAMEWORK Objectives

How does the effective use of the Common Instructional Framework give all students of all skill levels equal opportunity to be college ready? 5 COMMON INSTRUCTIONAL FRAMEWORK Essential Question

 David Conley’s Model for College Success and it’s connection to the Common Instructional Framework  The six CIF strategies  CIF and Model for College Success connection 6 COMMON INSTRUCTIONAL FRAMEWORK Agenda

Why start now? The intelligent behaviors necessary for college readiness need to be developed over a period of time so that they become ways of thinking, habits in how intellectual activities are pursued. The patterns of intellectual behaviors lead to the development of cognitive strategies & capabilities are necessary for college-level work. (Costa & Kallick, 2000). COMMON INSTRUCTIONAL FRAMEWORK 7

David Conley’s Model for College Success COMMON INSTRUCTIONAL FRAMEWORK 8 College requirements, financial aid options, application process, resume process Contextual Skills and Awareness Study skills: Time management, test taking, note taking, etc. Academic Behaviors Standards and expectations: End of course exams Key Content Activities and tasks— developed over time Key Cognitive Strategies

Quick Write Considering your experience, how has your district, school or position addressed key cognitive strategies for college readiness?. (3 mins) Common Instructional Framework 9

I.David Conley’s Model for College Success and the Common Instructional Framework connection II.The six Common Instructional Framework strategies III.CIF and Model for College Success connection 10 COMMON INSTRUCTIONAL FRAMEWORK Agenda

COMMON INSTRUCTIONAL FRAMEWORK 11 ScaffoldingQuestioningWrite to LearnCollaborative GroupsClassroom TalkLiteracy Groups

Scaffolding Planning the learning to organize information in order to connect prior learning and activate comprehension. COMMON INSTRUCTIONAL FRAMEWORK 12 Graphic organizers Examples and non‐examples Outline Easy-to-difficult sequencing What it is not Teacher notes Copying (from board or textbook) Teacher connections (instead of student connections)

Questioning Planned questions used for depth, reflection and critical thinking COMMON INSTRUCTIONAL FRAMEWORK 13 Purposeful Easy-to-complex sequence Teacher modeled then student mastered What it is not A lesson place holder Choral response Seeking a right answer (instead of a thoughtful process) Praised

Writing to Learn Students write to synthesize what they think they have understood/learned about the lesson. Students reflect on what they learned and make connections. COMMON INSTRUCTIONAL FRAMEWORK 14 Low stakes Not graded Individual What it is not Writing across the curriculum Grammar practice Only used in English class

Classroom Talk Students talk and synthesize what they think they have understood about what they have learned. COMMON INSTRUCTIONAL FRAMEWORK 15 Low stakes Not graded Pairs or triads Whole class What it is not Teacher asking 1 student a question Choral response Unstructured student conversation Students reading to each other

Collaborative Group Work Students work interdependently in well‐designed groups (with defined roles) where all participants are accountable for learning through carefully designed performance tasks. COMMON INSTRUCTIONAL FRAMEWORK 16 Planned Pairs or small groups Tasks cannot be done alone Roles foster problem solving What it is not Chair arrangement Students dividing the work Work without accountability Off-task conversations

Literacy Groups COMMON INSTRUCTIONAL FRAMEWORK 17 Well‐designed groups with defined roles. All participants are accountable for learning through designed performance tasks. Pairs or small groups Students “dig into” text Useful in any subject Rigorous roles What it is not Students reading but not talking Reading to complete worksheets Used only in English class Used only with stories or novels

Writing to Learn What challenges do you foresee in the implementation of the Common Instructional Framework in a classroom, school or district? COMMON INSTRUCTIONAL FRAMEWORK 18 Stand up, hand up, pair up

In some classrooms … COMMON INSTRUCTIONAL FRAMEWORK 19 Focus Lesson Independent TEACHER RESPONSIBILITY STUDENT RESPONSIBILITY “I do it” “You do it alone ” Fisher, D., & Frey, N. (2008). Better learning through structured teaching: A framework for the gradual release of responsibility. Alexandria, VA: Association for Supervision and Curriculum Development.

COMMON INSTRUCTIONAL FRAMEWORK 20 The “good enough” classroom… Independent Focus Lesson Guided Instruction “I do it” “We do it” “You do it alone” TEACHER RESPONSIBILITY STUDENT RESPONSIBILITY Fisher, D., & Frey, N. (2008). Better learning through structured teaching: A framework for the gradual release of responsibility. Alexandria, VA: Association for Supervision and Curriculum Development.

COMMON INSTRUCTIONAL FRAMEWORK 21 TEACHER RESPONSIBILITY STUDENT RESPONSIBILITY A Model for Success for All Students Fisher, D., & Frey, N. (2008). Better learning through structured teaching: A framework for the gradual release of responsibility. Alexandria, VA: Association for Supervision and Curriculum Development. “I do it” “We do it” “You do it together” “You do it alone” Focus Lesson Guided Instruction Collaborative Independent

I.David Conley’s Model for College Success and the Common Instructional Framework connection II.The six Common Instructional Framework strategies III.CIF and Model for College Success connection 22 COMMON INSTRUCTIONAL FRAMEWORK Agenda

Review CIF Classroom TalkQuestioning Write to LearnScaffolding Literacy GroupsCollaborative Group Work COMMON INSTRUCTIONAL FRAMEWORK 23

Literacy Group - 4 A Protocol With your table group, you will read a text silently for 3 minutes, highlighting it and writing notes in the margin as needed, adding your own “A”s. What assumptions does the author hold? What do you agree with in the text? What do you want to argue with in the text? To what parts of the text do you aspire? COMMON INSTRUCTIONAL FRAMEWORK 24

Bottom Line  is beneficial to any school committed to maximize instruction day to day.  is the key to the common language of both staff and students.  is a consistent practice across classrooms/grade levels.  breaks down learning barriers and adds clarity to daily goals established by teachers.  focused on research based methods that are key to learning. COMMON INSTRUCTIONAL FRAMEWORK 25

Exit Ticket – (3-2-1 Protocol) How does using the Common Instructional Framework strategies give all students of all skill levels equal opportunity to access the information needed to meet state standards? Give 3 examples. How does requiring students to take an active role in their own learning prepare them for college? Give 2 examples. How does using the Common Instructional Framework strategies promote a culture of achievement by engaging all students throughout the lesson cycle? Give 1 example. COMMON INSTRUCTIONAL FRAMEWORK 26

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