Learner Objectives/Targets:
- Today we will identify and understand how to apply the 5 Fundamentals of effective instruction in our school.
- Today I will create a written plan to implement the 5 Fundamentals in my classroom. Included in this plan I will prioritize the 2 instructional elements where I need the most growth and explain my strategies for improvement. Additionally, I will analyze obstacles I may have to overcome and summarize supports that I may need, including answers to outstanding questions. I will share my written plan with the group, and submit it to the principal as an exit ticket.
Learner Scale (opening):
4.0 = I can teach and model to others how to effectively use the Fundamental 5 on a daily basis.
3.5 = I can create & evaluate lessons that fully implement the Fundamental 5 in my classroom on a daily basis.
3.0 = I understand the Fundamental 5 and can apply 3 or more elements in my classroom on a daily basis.
2.0 = I can remember and list the Fundamental 5 instructional elements.
1.0 = I have heard of the Fundamental 5, but can not easily explain it to others.
0.0 = I know nothing about the Fundamental 5 and have never heard of it.
4.0 = I can teach and model to others how to effectively use the Fundamental 5 on a daily basis.
3.5 = I can create & evaluate lessons that fully implement the Fundamental 5 in my classroom on a daily basis.
3.0 = I understand the Fundamental 5 and can apply 3 or more elements in my classroom on a daily basis.
2.0 = I can remember and list the Fundamental 5 instructional elements.
1.0 = I have heard of the Fundamental 5, but can not easily explain it to others.
0.0 = I know nothing about the Fundamental 5 and have never heard of it.
The Overview - Chapter 2; Pages 15-24
# 1 - Framing The Lesson - Chapter 3; Pages 25-40
1) What are the two components of an effective lesson frame?
2) What differences or changes do you notice in the shift from part 1 to part 2 of the lesson frame?
3) What are the 3 types of instructional relevance?
4) How can properly framing a lesson create relevance for students and help to build relationships with at-risk students?
5) What are the benefits of prominently displaying the lesson frame?
6) Why should you use simple scales or formal scales (rubrics) in lesson framing?
7) Individually create a lesson frame for an objective in one of your courses. (Refer to Bloom's Taxonomy as needed on p61)
1) What are the two components of an effective lesson frame?
2) What differences or changes do you notice in the shift from part 1 to part 2 of the lesson frame?
3) What are the 3 types of instructional relevance?
4) How can properly framing a lesson create relevance for students and help to build relationships with at-risk students?
5) What are the benefits of prominently displaying the lesson frame?
6) Why should you use simple scales or formal scales (rubrics) in lesson framing?
7) Individually create a lesson frame for an objective in one of your courses. (Refer to Bloom's Taxonomy as needed on p61)
#2 - Work In The Power Zone - Chapter 4; Pages 41-50
1) Where is the typical (primary) teacher work area, and in order, what are the 3 most common activities that occur there?
2) Where is the second most common teacher location?
3) What does the author mean when he says that the teacher is "working in the power zone"?
4) Which of the 3 Power Zone models you will most likely try and why?
5) Write down and share 3 common teacher distractions that you want to limit or remove from your work area?
1) Where is the typical (primary) teacher work area, and in order, what are the 3 most common activities that occur there?
2) Where is the second most common teacher location?
3) What does the author mean when he says that the teacher is "working in the power zone"?
4) Which of the 3 Power Zone models you will most likely try and why?
5) Write down and share 3 common teacher distractions that you want to limit or remove from your work area?
#3 - Frequent, Small-Group, Purposeful Talk (FSGPT) - Chapter 5; 51-68
1) How often should this happen with teenagers and adults and why?
2) Why is group size important and what is the ideal range for group sizes?
3) How can seed questions and occupying the power zone aid a teacher in formative assessment and relationship building?
4) How can being mindful of adult language/student language while using FSGPT help build relationships?
5) How does the Primacy/Recency Effect relates to retention of learning?
6) How can creating and using a "Question Stem Wall" help to promote rigor?
7) Using your objective from #1, given the 3 types of relevance, write down and share a seed question or task that provides students the opportunity to create their own relevance.
1) How often should this happen with teenagers and adults and why?
2) Why is group size important and what is the ideal range for group sizes?
3) How can seed questions and occupying the power zone aid a teacher in formative assessment and relationship building?
4) How can being mindful of adult language/student language while using FSGPT help build relationships?
5) How does the Primacy/Recency Effect relates to retention of learning?
6) How can creating and using a "Question Stem Wall" help to promote rigor?
7) Using your objective from #1, given the 3 types of relevance, write down and share a seed question or task that provides students the opportunity to create their own relevance.
#4 - Recognize & Reinforce - Chapter 6; Pages 69-80
1) Do we celebrate academic success with as much passion and gusto as we do athletic success? Why/Why not?
2) In education, do we celebrate some types of success and not others? Give a few examples.
3) What are the benefits of academic of reinforcement and recognition?
4) Why is personalized and specific reinforcement and recognition more effective than general praise?
5) What is one of the most effective places and times that a teacher can build relationships daily through recognition and reinforcement?
6) Individually write down a list of 2 to 5 target behaviors or interim level accomplishments that you want to encourage or recognize this year and then explain how you will do this.
1) Do we celebrate academic success with as much passion and gusto as we do athletic success? Why/Why not?
2) In education, do we celebrate some types of success and not others? Give a few examples.
3) What are the benefits of academic of reinforcement and recognition?
4) Why is personalized and specific reinforcement and recognition more effective than general praise?
5) What is one of the most effective places and times that a teacher can build relationships daily through recognition and reinforcement?
6) Individually write down a list of 2 to 5 target behaviors or interim level accomplishments that you want to encourage or recognize this year and then explain how you will do this.
#5 - Write Critically - Chapter 7; Pages 81-93
1) True or False: "Critical writing is weighty and must include numerous pages and revisions." - Explain your answer.
2) True or False: "Critical writing is the responsibility of the English/language arts teachers." - Explain your answer.
3) Please list some examples of what is and what is not critical writing.
4) How many times per week should a student be expected to write critically in each course? Discuss as with your team.
5) Please write down one or two types of critical writing exercises that you feel are most appropriate for your course or subject area and explain how you will incorporate those into your classes this year.
1) True or False: "Critical writing is weighty and must include numerous pages and revisions." - Explain your answer.
2) True or False: "Critical writing is the responsibility of the English/language arts teachers." - Explain your answer.
3) Please list some examples of what is and what is not critical writing.
4) How many times per week should a student be expected to write critically in each course? Discuss as with your team.
5) Please write down one or two types of critical writing exercises that you feel are most appropriate for your course or subject area and explain how you will incorporate those into your classes this year.
Learner Scale (closing):
4.0 = I can teach and model to others how to effectively use the Fundamental 5 on a daily basis.
3.5 = I can create & evaluate lessons that fully implement the Fundamental 5 in my classroom on a daily basis.
3.0 = I understand the Fundamental 5 and can apply 3 or more elements in my classroom on a daily basis.
2.0 = I can remember and list the Fundamental 5 instructional elements.
1.0 = I have heard of the Fundamental 5, but can not easily explain it to others.
0.0 = I know nothing about the Fundamental 5 and have never heard of it.
4.0 = I can teach and model to others how to effectively use the Fundamental 5 on a daily basis.
3.5 = I can create & evaluate lessons that fully implement the Fundamental 5 in my classroom on a daily basis.
3.0 = I understand the Fundamental 5 and can apply 3 or more elements in my classroom on a daily basis.
2.0 = I can remember and list the Fundamental 5 instructional elements.
1.0 = I have heard of the Fundamental 5, but can not easily explain it to others.
0.0 = I know nothing about the Fundamental 5 and have never heard of it.
Closing Frame - Product, Task, or Question:
Individually create a written plan to implement the 5 Fundamentals in your classroom. Included in this plan you will prioritize the 2 instructional elements where you need the most growth and explain your strategies for improvement/implementation. Additionally, you will analyze obstacles you may have to overcome and summarize supports that you may need, including answers to outstanding questions. You will submit your written plan to the principal via e-mail as an MS Word Document. (Note: This is due on Monday, September 18th and should be no longer than one page or 3-5 paragraphs.)
Individually create a written plan to implement the 5 Fundamentals in your classroom. Included in this plan you will prioritize the 2 instructional elements where you need the most growth and explain your strategies for improvement/implementation. Additionally, you will analyze obstacles you may have to overcome and summarize supports that you may need, including answers to outstanding questions. You will submit your written plan to the principal via e-mail as an MS Word Document. (Note: This is due on Monday, September 18th and should be no longer than one page or 3-5 paragraphs.)