The strategic Six
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Transcript of The strategic Six
THE STRATEGIC SIXSix Core Strategies for Instructional Design
In-service Training by Matt Foster 2013
ResourcesCain, 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 (2nd 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.
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 Statement
s
Responsive Interventions
1) I CAN STATEMENTS
1. Daily learning objective
2. Daily closing task or product
I Can Statement
s
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.
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
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.”
The Learning Space
Engagement in Meaningful
Conversation
Affirmations & Reinforcement
Reflections through
Focused Writing
I Can Statement
s
Responsive Interventions
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-ta
sk
beha
vior
s
Rete
ntio
n of
Con
tent
Cain, S., & Laird, M. (2011). The fundamental 5: The formula for quality instruction. Author.
2) THE LEARNING SPACE
Teacher’s desk
At the computer
Email; paperwork
Teacher Work Area Front,
side, or rear of roomApart from students
Lecturing
Lecture Position Proximity
to students
Ensure on-task behavior
Gather formative data
Power Zone 75% of
time here.
2) THE LEARNING SPACE• Teacher Commitments:
Check email before school, conference period, or after school
Purposeful room arrangementMinimize clutter and storage for ease of movement
The Learning Space
Engagement in Meaningful
Conversation
Affirmations & Reinforcement
Reflections through
Focused Writing
I Can Statement
s
Responsive Interventions
Cain, S., & Laird, M. (2011). The fundamental 5: The formula for quality instruction. Author.
3) ENGAGEMENT IN MEANINGFUL CONVERSATIONS
• 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
Cain, S., & Laird, M. (2011). The fundamental 5: The formula for quality instruction. Author.
3) ENGAGEMENT IN MEANINGFUL CONVERSATIONS
Frequency Group Size
Planned Questions
Learning Space Structure
Cain, S., & Laird, M. (2011). The fundamental 5: The formula for quality instruction. Author.
3) ENGAGEMENT IN MEANINGFUL CONVERSATIONS
10-15m of
Instruction
1-2m of Student
Talk
10-15m of
Instruction
1-2m of Student
Talk
3) ENGAGEMENT IN MEANINGFUL CONVERSATIONS
• Ways to Use Meaningful Conversations1. In your own words: Pairs/groups summarize or explain2. Take a stand: Pairs/groups discuss whether they agree or disagree3. Name the Steps: Pairs discuss how to do it4. 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)
The Learning Space
Engagement in Meaningful
Conversation
Affirmations & Reinforcement
Reflections through
Focused Writing
I Can Statement
s
Responsive Interventions
Cain, S., & Laird, M. (2011). The fundamental 5: The formula for quality instruction. Author.
4) AFFIRMATIONS & REINFORCEMENT
Two Aspects
Academic Behavioral
4) AFFIRMATIONS & REINFORCEMENT
Two Aspect
s
Academic Behavioral
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…
Cain, S., & Laird, M. (2011). The fundamental 5: The formula for quality instruction. Author.
4) AFFIRMATIONS & REINFORCEMENT
Two Aspect
s
Academic Behavioral
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
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.
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.
The Learning Space
Engagement in Meaningful
Conversation
Affirmations & Reinforcement
Reflections through
Focused Writing
I Can Statement
s
Responsive Interventions
5) FOCUSED WRITING
In all subject areas, students writing about their learning.
Making Connections
Relevance Rigor
Summarizing
Recalling Details Key Ideas
A Natural Closing
Task
Brief
Formative 1-10 minutes
WRITE CRITICALLYWays 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
The Learning Space
Engagement in Meaningful
Conversation
Affirmations & Reinforcement
Reflections through
Focused Writing
I Can Statement
s
Responsive Interventions
6) RESPONSIVE INTERVENTIONSMeeting Student Needs
Check for understandin
g
Ongoing/ During
instructionClosing Tasks
Make adjustments
Give feedback
Re-learning & re-teaching
The Learning Space
Engagement in Meaningful
Conversation
Affirmations & Reinforcement
Reflections through
Focused Writing
I Can Statement
s
Responsive Interventions
Daily lesson plans are designed to include tasks anchored on these six strategies.