1. Using the Fundamental 5 to Provide Quality Instruction
Levelland ISD Professional Development

2. The Importance of Instruction
“… the results of the study well document that the most important factor affecting student learning is the teacher… The immediate and clear implication of this finding is that seemingly more can be done to improve education by improving the effectiveness of teachers than by any other single factor.”

3. Lesson Frame
Today we will examine the Fundamental 5 strategies for Quality Instruction.
I WILL answer the following question in writing: What obstacles might I have to overcome as I implement the Fundamental 5 in my classroom?

4. Fundamental 5 Frame the Lesson Work the Power Zone
Frequent, Small Group, Purposeful Talk about the learning
Recognize and Reinforce
Write Critically
High frequency and high quality are the key to success!

5. OVERVIEW These are NOT RECOMMENDATIONS from which you pick and choose.
These are 5 individual practices that interact and interconnect to produce dramatic effects.
One MUST execute ALL 5 fundamentals EVERY lesson. (If even one is missing or used haphazardly, it greatly diminishes the effect.)
Think of a fist – one finger is broken or goes astray, you will not be able to strike with force.

6. Framing the Lesson
Simplest form: represents the beginning and end of a lesson
2 Distinct parts:
The daily learning objective;
The closing question, product, or task.
DAILY LEARNING OBJECTIVE
What the student can expect to learn today
Stating (Verbalizing) the learning objective(s) at the very beginning of each lesson MUST be a deliberate act on the part of the teacher.
MUST be written in concrete, student-friendly language. “We will…” statements
Ex: We will IDENTIFY components of an effective lesson frame.

7. The closing question, product, or task.
Part 2 of the Frame:
The closing question, product, or task.
How the student will demonstrate understanding of the learning objective
Also written in concrete, student-friendly language
Provides proof to the student and teacher that the objective(s) was met
Presented as “I will…” statement
Ex: I will CREATE and share a lesson frame with my table group.
Remember! A properly constructed lesson frame has 2 parts and when crafted correctly increases the RIGOR of the lesson.

8. Example of Increased Rigor
We will IDENTIFY the components of an effective lesson frame.
I will CREATE and SHARE a lesson frame with my table group.
Notice that the teacher moves the students to a higher level of cognition by stretching the rigor between the objective and the closing question, product, or task.
Objective: Key verb, IDENTIFY (comprehension level of Blooms)
Successful completion of closing product: Key verb, CREATE (synthesis level of Blooms)
Lesson frame MUST BE POSTED PROMINENTLY AND VISIBLY in the classroom (so teachers and students can refer back to it) and VERBALIZED DAILY.
How is this process for posting your objective similar or different from your current practice? What changes might you make?

9. Work in the POWER ZONE The POWER ZONE The teacher work area
Simplest of the Fundamental 5 Practices
3 Areas teachers typically teach from:
The teacher work area
Usually engaged in 1 of 3 activities:
Teacher “administrivia”: attendance, grading assignments, checking , etc.
No Activity: watching students take a test, work on assignments, put up supplies, etc.
Delivering instruction
The lecture position (standing at the front, back, or side of the room)
Sage on the stage, gulf of professional space between teacher and students
Students serve as adoring audience (usually bored out of their minds but some are talented enough to look interested and “take notes”.
The POWER ZONE

10. EXPECTATION – 75% OR MORE of your class time spent in the POWER ZONE!
MOST effective position to conduct your craft
Simply teaching or monitoring in close proximity
IF you engage in this practice, EVERY other instructional practice you use is enhanced and more powerful.
EXPECTATION – 75% OR MORE of your class time spent in the POWER ZONE!

11. Why the POWER ZONE is Effective
On task behaviors increase, discipline issues decrease – Retention of content increases = corresponding gains in student achievement
Proximity for behavior is no surprise (Best classroom management technique since the stone age)
Proximity for instruction EFFECTIVE because:
Teachers in the middle of the action can immediately respond to student changes in behavior or performance.
Reinforce positive behaviors, extinguish negative behaviors before fires arise
BEST position to conduct frequent and on-going formative assessments and micro-adjust instruction
BETTER address individual student misconceptions

12. Frequent, Small Group, Purposeful Talk about the Learning
Most self-explanatory of the Fundamental 5
Every minutes of teacher lead discussion or at completion of major concept – teacher stops and briefly (30 seconds – 3 minutes) has students discuss a seed question related to the learning outcome.
Key-focused, micro-discussion (NOT PLAYTIME)
Structure provided by teacher:
Frequency
Group Size
Seed Question(s)
POWER ZONE

13. Seed Questions Pre-planned questions
Guide students to the desired learning outcome
Example: I want you to briefly discuss with your partner the difference between the English Monarchy and the American Presidency.
Example: Explain to your partner why you agree with or disagree with…
Example: Outline the key elements of…
Example: What are some of the pros and cons of…

14. POWER ZONE Ensure students remain focused and on task
Got to stay in it! GOT TO STAY IN IT!!
BEST place to be to:
Ensure students remain focused and on task
Hear critical insights made by students that can be shared with the whole class
Identify points of misunderstanding and re-teach now rather than after a test or quiz

15. In your classroom, how many times per day do you incorporate FSGPT?
Why FSGPT is Important
Adult language vs. Student language
Time to translate
Students who understand adult speak have an advantage
Student retention
Peer-to-peer instruction
Plow ahead at full speed and leave kids in your wake or FSGPT
Research shows slower, more deliberate AND peer-to-peer are most effective
In your classroom, how many times per day do you incorporate FSGPT?

16. Primacy/Recency Effect
1880’s research (Ebbinghaus) – In a learning episode, we tend to remember BEST that which comes first, 2nd best, second, etc.
Remember LEAST anything after the middle of the learning episode
Problem – MOST teachers have 1 start and 1 finish
Brain DOESN’T track time (class periods), it tracks changes in state.
Change in physical OR mental state!
Multiple changes = multiple starts/finishes
Multiple vibrant learning throughout the class!
Typical adult attention span – 10 to 15 minutes Typical teenager - 8 to 10 minutes (Allen, 2009)
In your classroom, how frequently do you change your students’ mental/physical state?

17. Recognize and Reinforce
SHOULD BE THE EASIEST TO IMPLEMENT – Disney World of Schools
Address both sides of the learning coin – Academic and Behavioral
Why?
Marzano (2001) – Use of effective reinforcement produces between a percentile gain in student achievement
Think about that from school perspective, teacher perspective, student perspective!

18. Tips/Points MAKE Academic Success a REALLY BIG DEAL! Praise OFTEN!
Not just the A students
Student average 71% on test and now gets an 85%
Student participates more in class discussions
Struggling student turns in Homework all week
Recognition at ANY level provides student with motivation to continue pursuit of academic success.
Students (especially At-Risk) can FINALLY see connection between effort and reward.
Personalize and be specific
“Good job, class. MOST of you turned in your homework this week.”
“Great job, Table 3. Your entire group has turned in your homework all week.”

19. Write Critically Classrooms in which
Critical writing – writing for the purpose of organizing, clarifying, defending, refuting, analyzing, dissecting, connecting/expanding on ideas and concepts.
LEAST frequently used fundamental instruction technique
Results Now (Schmoker, 2006)
1,500 classroom observations
____# classrooms either writing or
using a rubric
Observations from 1,500 classrooms –
Classrooms in which
there was evidence of clear learning objectives: 4%
high-yield strategies were being used: 0.2%
there was evidence of higher-order thinking: 3%
students were either writing or using rubrics: 0%
fewer than half of students were paying attention: 85%
students were using worksheets (a bad sign): 52%
noninstructional activities were occurring: 35%

20. Misconceptions of Critical Writing
Function of Weight: many pages, citations, footnotes, revisions
Amount of time: perfect spelling, multiple drafts, ready for publication
Job of the English/Writing Teacher – not applicable to your content area.
What are some reasons you do not write more in your classroom?

21. What CW IS and IS NOT IS
Process of putting focused thought on to paper
Example: short list, comparison paragraph, summary of non- fiction article, mind map, written exit slip, formal essay, term paper
Distilling abstract thoughts into concrete understandings
IS NOT
NOT Copying notes – turns entire classroom into Xerox machines.
NOT Fill in the Blank
NOT Free Writing

22. Raw Power of CW Classroom Instruction That Works (Marzano, 2001)
Identify Similarities and Differences percentile points gain in student achievement
Summarizing percentile points gain in student achievement
Note-taking (not copying) percentile points gain in student achievement
Increases the amount of material that can be recalled and improves retention speed
Writing critically on a regular basis improves literacy skills
Reading/writing so intertwined that cognitively they are essentially the same skill.

23. More Reasons to Incorporate CW
Allows teacher to stretch rigor of ANY lesson and extend high level of rigor longer
Can be completed in 10 minutes
Excellent source of Formative Assessment
Should ALWAYS be assessed
Does NOT have to be FORMALLY assessed
Natural Closing Product (but can be used at any point in a lesson)
Are you convinced yet? Why or Why Not?

24. How have you moved up Blooms and maintained high rigor level?
Stretch Rigor Longer
Create a list of the Fundamental 5 practices. (Blooms Knowledge)
Indicate which practice you feel is most important. (Analysis)
Defend your selection. (Evaluation)
Read/Discuss your answers with your table group.
How have you moved up Blooms and maintained high rigor level?

25. CW Makes GREAT Closing Product
Short critical writing exercise can be a GREAT closing product
Example: I WILL… answer the following question? What obstacles might I have to overcome as I implement the Fundamental 5 in my classroom?
Less than 5 minutes on an index card
Analysis level and relevant to students

26. Lesson Frame
Today we will examine the Fundamental 5 strategies for Quality Instruction.
I WILL answer the following question in writing: What obstacles might I have to overcome as I implement the Fundamental 5 in my classroom?

27. CW Activities 20 Word Summary
Using exactly 20 words, summarize what you learned today about…

28. CW Activities Don’t Break the Bank
Students are given a dollar amount and are asked to summarize the content without “Breaking the Bank”
Example:
Each word you write costs $0.10
You must spend between $2.70 and $3.00
When all are done, trade papers with a classmate and “total up” the words.

29. CW Activities Minute Paper
Students are timed as they write a written response to one or two questions provided by the teacher regarding today’s learning.

30. CW Activities Muddiest Point
Students write down the most confusing or least clear part of what they just heard or saw.
Teacher collects responses, which provides immediate feedback on student understanding of presented material

31. CW Activities Pros and Cons Grid
Students search for at least two sides to the issue in question
Works well in Social Studies, Criminal Justice, Ethical/Value based scenarios in Literature or Science

32. CW Activities Reflective Journal Entries
Have you ever wondered about ___?
Let me tell you about ___.
I wonder why ___.
I like to ___ for many reasons.
I know how to ___. First ___
I think ____ was ____ for many reasons.
I just learned facts about ___.
It’s fun to ___. First you ___
Many changes happen to ___

33. The Big Easy Secret Plan for Stress-Free Instruction
Prior to the class, the teacher should:
Preview the scope and sequence
Frame the Lesson (FRAME THE LESSON)
Today, we will…
I will write… (WRITE CRITICALLY)
Plan or select one mid-to-high rigor question to ask the students (FREQUENT, SMALL GROUP, PURPOSEFUL TALK ABOUT THE LEARNING)

34. During the class, the teacher should:
Greet the students at the classroom door, welcome them to class, and shake their hands (RECOGNIZE AND REINFORCE)
Read the lesson frame to the class (FRAME THE LESSON)
Move to the POWER ZONE and start the lesson (WORK IN THE POWER ZONE)
At a point near the middle of the class period, stop. Have the students turn to their neighbor. Ask the students to discuss the mid-to-high rigor question that was preselected. Let the students talk in their small group for two minutes (FREQUENT, SMALL GROUP, PURPOSEFUL TALK ABOUT THE LEARNING)
Remain in the POWER ZONE and monitor the students’ conversations (WORK IN THE POWER ZONE; FREQUENT, SMALL GROUP, PURPOSEFUL TALK ABOUT THE LEARNING; additional opportunities to RECOGNIZE AND REINFORCE

35. 6. Cue the students to conclude their conversation
7. Compliment the students on their effort and behavior. If a student made a really good point in his or her discussion, have the student share the discussion point with the class (RECOGNIZE AND REINFORCE)
8. Have the students continue with the planned instruction and activities. While the students are working, wander through the room checking the progress of individual students (WORK IN THE POWER ZONE, continue to RECOGNIZE AND REINFORCE)
9. With five minutes left in the class period, give the students an index card or Post-it note. Have the students answer the closing question in three to six sentences (WRITE CRITICALLY and FRME THE LESSON)
10. Collect the index cards or Post-it notes at the door, as the students exit the class

36. After the class, the teacher should:
Scan the written responses.
Use the information from the students’ writing to create the warm-up activity for the next time class meets.