1. The Fundamental 5: The Formula for Quality Instruction
Presented by: Holly Barfield and Chelsea Wells

2. Norms Tame Your Technology
Keep Conversation Professional and Respectful
Actively Participate

3. We will discuss four different parts of the Fundamental 5.
I will justify which piece of the Fundamental 5 practices will create the greatest impact on my lesson planning.

4. A CHEAT SHEET…
We will identify 4 of the 5 components for quality instruction as written by Sean Cain and Mike Laird in the book entitled The Fundamental 5: The Formula for Quality Instruction.

5. The Fundamental 5
are the five critical practices that are at the core of highly effective instruction.
Work in the “Power Zone”
Framing the Lesson
Write Critically
Frequent, Small Group, Purposeful Talk
Recognize & Reinforce

6. Framing the Lesson

7. Working In The “Power Zone”

9. What is the Power Zone?
“There is a distinct correlation between the teacher’s body position in the classroom and student success.”
Talk to your partner about where the most action happens in the classroom.
Pozzer-Ardenghi, L., & Roth, W.-M. (manuscript submitted for publication). Action and Interaction in the Classroom: Teacher's Movement and Associated Pedagogical and Discursive Practices.

10. What is the Power Zone?
“Simply teaching or monitoring in close proximity to one student, or a small group of students, or the entire classroom full of students.”
Basically, you’re wherever the students are!
“When a teacher engages in this practice, every other instructional practice that he or she brings to bear is enhanced and made more powerful.”

11. The 3 places from worst to best for delivering instruction are:
SO, WHERE EXACTLY IS THE “POWER ZONE”? RIGHT IN THE MIDDLE OF THE ACTION! (REFER TO PGS )
“There are essentially 3 places where a teacher can conduct his or her craft.”
The 3 places from worst to best for delivering instruction are:
So, where is the most action in the classroom.

12. SO, WHERE EXACTLY IS THE “POWER ZONE”
SO, WHERE EXACTLY IS THE “POWER ZONE”? RIGHT IN THE MIDDLE OF THE ACTION! (REFER TO PGS )
The Teacher work area (desk or computer nook)

13. SO, WHERE EXACTLY IS THE “POWER ZONE”
SO, WHERE EXACTLY IS THE “POWER ZONE”? RIGHT IN THE MIDDLE OF THE ACTION! (REFER TO PGS )
The Lecture Position

14. SO, WHERE EXACTLY IS THE “POWER ZONE”
SO, WHERE EXACTLY IS THE “POWER ZONE”? RIGHT IN THE MIDDLE OF THE ACTION! (REFER TO PGS )
The “Power Zone”-Right in the middle of the action!

15. Why is this more effective?

16. Why Teach In the Power Zone?

17. RECOGNIZE AND REINFORCE

19. Recognize and Reinforce
Justin hasn’t turned in a single homework assignment for the last 3 weeks, but today he remembered to bring his homework and turned it in.
Marisol has never scored higher than a 74 on a test. Today she scored an 83.
Lamar scored at the “commended” performance level on the state exam.
Brittany made the Honor Roll for the first time.
All four of these are examples of academic success in the classroom, but most teachers would overlook the interim successes of Justin and Marisol.

20. Let’s Break It Down…
For Justin to have turned in his homework today, he:
Had to write down the homework assignment the previous day
Once at home, her had to remember he had homework
He actually had to do the homework assignment
He had to remember to bring the homework assignment back to school
He had to remember to bring the homework back to class
He had to turn in the homework assignment
The teacher who rarely, or never, viewed school tasks as difficult has a hard time reinforcing the tasks that must be accomplished by a non-school oriented students.

21. Recognize and Reinforce
Make a big deal of the small things.
Like Marisol getting an 83 on her test or Justin turning in an assignment
Start reinforcing the work it takes to be successful.
Personalization and specificity allows you to shape the behavior.
Benefits
Recognition provides students with motivation to continue pursuing academic success.
Reinforcing the work builds habits which allows for improvement in student performance.

22. “Compliments and encouragement go along way towards making children feel good. Descriptive praise, where you tell the child exactly what it is that you like, works best of all. On top of that, praising children when they’re behaving well is likely to make them want to keep behaving well.” Raising Children Network (Australia) Limited

23. Recognize and Reinforce
This can be the hardest practice to implement because:

24. Recognize and Reinforce
To increase the pace of implementation:
Create a list of 2-5 targeted student behaviors or accomplishments you want to encourage
When you see it, recognize and reinforce in a personal and specific way
Along with recognizing high grades, also recognize effort and improvement
Just as an A is worth celebrating, so is a 15 point jump from one grading period to the next

25. X X X X X X X X X X X X

26. Frequent Small Group Purposeful Talk

28. Behind the Research…Attention Span

29. Does this Scenario Sound Familiar?
The teacher begins teaching class at full speed, understanding that he/she must cover a certain amount of material in a set period of time. For the first minutes of class time, the class operates well and students are attentive. During the next minutes, students begin to get a little restless. The teacher most likely responds with some individual student corrections, an attempt to pick up the pace or both. Finally, during the next minutes of class, students will often get unruly, leaving the teacher to resort to either the ‘Big Bribe’ or the ‘Big Threat’…
Big Bribe: “If you just behave…(we will be able to do the fun activity quicker).
Big Threat: If you don’t behave…(you will all go to the office).
“At this point of the big bribe or big threat, the class has been crushed by a wave of boredom.”

30. Frequent Small Group Purposeful TALK
“In the area of intellectual development, young adolescents prefer active over passive learning activities. They prefer interaction with peers during learning activities.”
This We Believe: Developmentally Responsive Middle Schools, NMSA

31. How does this change the way you would teach compared to how you were taught?
If you turn on the back,

32. Frequent Small Group Purposeful TALK
“After every minutes of teacher-driven discussion, or at the completion of a major instructional concept (whichever comes first), the teacher briefly stops talking and has groups of 2-4 students briefly discuss a seed question related to the instruction or instructional activity.”
“It is not a long conversation or an unstructured one.”
It is a focused microdiscussion lasting between 30 seconds and 3 minutes.”

33. Frequent Small Group Purposeful TALK

34. Provide for student discussion after EVERY 10-15 minutes of teacher talk.
This does not mean ask a question and then lead the discussion of answers
It means let them talk to EACH OTHER to process the information.

35. Groups of 2-4
With 5 or more it is more possible for a student to not participate and no one will notice and greater likelihood of “off topic” side conversations.

36. PREPLANNED question to guide the student conversations toward your desired learning outcome.
You’re planting a “seed” to keep students focused

37. STAY in the Power Zone throughout the conversations

38. Benefits
Some students are reluctant to write at first and benefit from practice of sharing thoughts with a partner and hearing that partner put thoughts into words.
Reluctant students get to “practice” in a small setting with a partner before speaking to the whole class.
These students can also choose to share their thoughts, their partner’s thoughts, or a combination of the two.

39. Attention Span Reset…
“The strategic use of Frequent, Small Group, Purposeful Talk allows the teacher to reset student attention spans and surf the boredom wave.”
When a teacher tells the class, “Let’s stop what we are doing; turn to your partner and discuss…” the teacher has created a state change and reset their attention span.

40. Attention Span Reset…
Instructional cycle should look like:

41. How Do I Do This? If you have trouble with a “stop and talk” rhythm
Get an inexpensive egg timer and set it for 10 minutes
Once it goes off, finish your thought…
Let the students discuss your “pre-planned seed question”
Reset the timer for another 10 minutes and repeat
“Busy Teacher Timer Strategy”
Walk into the classroom with timer in hand
Locate your most behaviorally challenged student
Present the timer to that student
Say, “I have a very important job for you. I want you to help me teach the class. Do you want to try?”

43. SEED Questions require deliberate:
Planning
Execution
Reflection
WHY?
Because without advanced preparation, questions that teacher develop on the fly are either closed questions, low rigor, or both.

44. On a sheet of notebook paper, write three strategies that will help me implement small group purposeful talk in my classroom.

45. Critical Writing

46. Writing Critically
Critical writing defined as: writing for the purpose of organizing, clarifying, defending, refuting, analyzing, dissecting, connecting, and/or expanding on ideas or concepts.
Most natural and authentic way to increase the rigor.
Give the students time to do it (5-10 minutes)
It is not copying from a book. Neither is it a fill in the blank activity nor free writing.

47. Writing Critically
It can consist of:
A simple list,
A short comparison paragraph,
A quick summary,
A mind map,
Purposeful note taking (i.e. Cornell notes),
A written exit ticket, or
A formal essay or term paper.
Write more=remember more=reading improves=better understanding=students own their learning

48. What is Critical Writing?
Purposeful and intentional writing
The writing solidifies the learning for students
Content writing based on objectives (TEKS)
Increases rigor
Increases relevance
Let’s see how that works…

49. What is Critical Writing?
A teacher might try to make something relevant by saying, “this is how you use it in the real world.”
“Baking Soda can also be used as a toothpaste substitute.”
This is interesting, but will probably be forgotten, as it might not be relevant to students.
INSTEAD:
“Write down what other uses for baking soda you’re aware of.”
Allows students to connect the concept to other areas of their world.

50. Writing Activity Examples

57. Bringing it all together!
I will justify which piece of the fundamental 5 practices will create the greatest impact on my lesson planning.

58. Critical Writing Activity
First list the “Fundamental 5” practices of effective instruction.
Decide which of the 5 practices you feel is the most important and why.
Number off 1-5. If your number is called, defend your choice of why you feel it is the most important.
What level of Bloom’s is each question?