1. THE STRATEGIC SIX Six Core Strategies for Instructional Design In-service Training by Matt Foster 2013

2. Resources Cain, S., & Laird, M. (2011). The fundamental 5: The formula for quality instruction. Author. Dean, C., Hubbell, E., Pitler, H., & Stone, B. (2013). Classroom instruction that works: Research-based strategies for increasing student achievement (2 nd ed.). Alexandria, VA: ASCD. Lemov, D. (2012). Teach like a champion field guide. San Francisco, CA: Jossey-Bass. Schmoker, M. (2011). Focus: Elevating the essentials to radically improve student learning. Alexandria, VA: ASCD. Marzano, R. (2007). The art and science of teaching: A comprehensive framework for effective instruction. Alexandria, VA: ASCD.

3. WHAT ARE THE STRATEGIC SIX? An instructional design model Focuses on classroom instructional practices Uses six best practices of quality instruction The Learning Space Engagement in Meaningful Conversation Affirmations & Reinforcement Reflections through Focused Writing I Can Statements Responsive Interventions

4. 1) I CAN STATEMENTS 1. Daily learning objective 2. Daily closing task or product I Can Statements

5. 1) I CAN STATEMENTS 1. Daily learning objective 4 Ms Made First: Determines activities, not the other way around Most Important: Focuses on Critical Teaching Concepts in the district curriculum map Measureable: Student results at the end of the class Manageable: Can be taught in one lesson, not days or weeks Lemov, D. (2012). Teach like a champion field guide. San Francisco, CA: Jossey-Bass.

6. 1) I CAN STATEMENTS 2. Daily closing task or product Concrete language Students’ proof of learning End of lesson 1. Daily learning objective Student- friendly and focused Simple statement of today’s learning Addressed at beginning of lesson

7. 1) I CAN STATEMENTS Social Studies Example “I can understand how the geography of Texas affects the economy in Texas. At the end of the lesson I will write a paragraph to describe how population patterns create businesses.” Reading Example “I can use my knowledge of themes. I will do this by: Identifying themes from two stories, and Write a paragraph about how the themes apply to my life.” Math Example “I can use two-digit multiplication. Closing Task: I will solve problems by multiplying length times width to find the area.”

8. Responsive Interventions

9. 2) THE LEARNING SPACE “Teaching or monitoring in close proximity to one student, or a small group of students, or the entire classroom full of students” (Cain & Laird, 2011, p. 45). Discipline Issues On-task behaviors Retention of Content

10. 2) THE LEARNING SPACE Teacher’s desk At the computer Email; paperwork Teacher Work Area Front, side, or rear of room Apart from students Lecturing Lecture Position Proximity to students Ensure on- task behavior Gather formative data Power Zone Cain, S., & Laird, M. (2011). The fundamental 5: The formula for quality instruction. Author. 75% of time here.

11. 2) THE LEARNING SPACE Teacher Commitments: Check email before school, conference period, or after school Purposeful room arrangement Minimize clutter and storage for ease of movement

12. Responsive Interventions

13. 3) ENGAGEMENT IN MEANINGFUL CONVERSATIONS Cain, S., & Laird, M. (2011). The fundamental 5: The formula for quality instruction. Author. Frequent, brief, and purposeful Small-group, peer-to-peer discussion Seed question and prompts Increase rigor and relevance Increase engagement Structure provided by planning, proximity, and regular intervals

14. 3) ENGAGEMENT IN MEANINGFUL CONVERSATIONS Cain, S., & Laird, M. (2011). The fundamental 5: The formula for quality instruction. Author. Frequency Group Size Planned Questions Learning Space Structure

15. 3) ENGAGEMENT IN MEANINGFUL CONVERSATIONS Cain, S., & Laird, M. (2011). The fundamental 5: The formula for quality instruction. Author. 10-15m of Instruction 1-2m of Student Talk 10-15m of Instruction 1-2m of Student Talk

16. 3) ENGAGEMENT IN MEANINGFUL CONVERSATIONS Ways to Use Meaningful Conversations 1.In your own words: Pairs/groups summarize or explain 2.Take a stand: Pairs/groups discuss whether they agree or disagree 3.Name the Steps: Pairs discuss how to do it 4.Making connections: Pairs/groups compare and contrast To their personal interests To other subject areas To previously learned content To real-life applications Between two sources (teacher example vs. student; textbook vs. online; novel vs. movie)

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18. 4) AFFIRMATIONS & REINFORCEMENT Cain, S., & Laird, M. (2011). The fundamental 5: The formula for quality instruction. Author. Two Aspects AcademicBehavioral

19. 4) AFFIRMATIONS & REINFORCEMENT Two Aspects AcademicBehavioral Affirm Recognize success, effort, and progress Provides motivation and commitment to learning Reinforce Acknowledge/praise work required for achievement Work includes: organization, timeliness, studying, the discrete tasks that form a complete assignment, etc…

20. 4) AFFIRMATIONS & REINFORCEMENT Cain, S., & Laird, M. (2011). The fundamental 5: The formula for quality instruction. Author. Two Aspects AcademicBehavioral Affirmations For small groups and individuals Clarify specific positive behaviors that warrant recognition Reinforce Positive social behaviors Promote positive behaviors to see more of them Conditioning through attention

21. 4) AFFIRMATIONS & REINFORCEMENT Enthusiastically affirm when expectations have been met. Save praise for when expectations are exceeded. Lemov, D. (2012). Teach like a champion field guide. San Francisco, CA: Jossey-Bass.

22. 4) AFFIRMATIONS & REINFORCEMENT Non-examples “You’re smart!” “Good job!” Examples “You did it just like the sample, Shayna. Good work.” “Johnny B! Bringing your tools to work today!” Lemov, D. (2012). Teach like a champion field guide. San Francisco, CA: Jossey-Bass.

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24. 5) FOCUSED WRITING In all subject areas, students writing about their learning. Making Connections RelevanceRigor Summarizing Recalling Details Key Ideas A Natural Closing Task Brief Formative 1-10 minutes

25. WRITE CRITICALLY Ways to Use Critical Writing 1.During segments of note- taking, have students “put it in their own words” 2.Summarizing how to do a skill or steps to solve a problem 3.Summarizing information read or discussed 4.Identifying similarities and differences between ideas/concepts or between two processes. 5.Making connections To students’ personal interests To other subject areas To previously learned content To real-life applications 6.Increase rigor Have students explain in writing how information is organized Ask students to generate hypotheses using new information

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27. 6) RESPONSIVE INTERVENTIONS Meeting Student Needs Check for understanding Ongoing/ During instruction Closing Tasks Make adjustments Give feedback Re-learning & re-teaching

28. Responsive Interventions Daily lesson plans are designed to include tasks anchored on these six strategies.