The Fundamental

1. The Fundamental Practices of Effective Instruction

2. The Fundamental • Researched based solely on successful teachers with high student achievement • Same teachers successful even in schools with different populations • Same teachers successful whether in high or low performing schools • Same teaching practices seen at all grade levels of instruction

3. Frame the Lesson • The teacher posts and discusses … • Based on the lesson for the day, the teacher creates a concrete learning objective, written in student friendly language.

4. Frame the Lesson Sample…concrete learning objective written in student friendly language • Students use a flexible range of metacognitive reading skills in both assigned and independent reading to understand an author’s message. Students will continue to apply earlier standards with greater depth in increasingly more complex texts as they become self-directed, critical readers. • You will create visual pictures in your mind while reading the poem, I’m Off To The Infirmary, by Jack Prelutsky. • You will make text to self connections when you read Too Many Tamales by Gary Soto

5. Frame the Lesson Your Turn….. • 111.15.B.03.01.C -  The student is expected to determine the value of a collection of coins and bills. • 111.16.B.04.07.A -  The student is expected to describe the relationship between two sets of related data such as ordered pairs in a table.  • 111.17.B.05.05.A -  The student is expected to describe the relationship between sets of data in graphic organizers such as [use] lists, tables, charts, and diagrams. 

6. Work in the P wer Zone Proximity Instruction • Proximity instruction magnifies instruction which leads to better attention, better retention and better performance • Do not teach from your desk • Lecture position creates a gulf between teacher and students

7. Small Group Purposeful Talk • The primacy effect, in psychology and sociology, is a cognitive bias that results from disproportionate salience of initial stimuli or observations. For example, a subject who reads a sufficiently long list of words is more likely to remember words toward the beginning than words in the middle. • The phenomenon is said to be due to the fact that the short-term memory at the beginning of whatever sequence of events is being presented, is far less "crowded" and that since there are far fewer items being processed in the brain at the time when presented than later, there is more time for rehearsal of the stimuli which can cause them to be "transferred" to the long-term memory for longer storage.

8. Small Group Purposeful Talk • The recency effect, in psychology, is a cognitive bias that results from disproportionate salience of recent stimuli or observations. People tend to recall items that were at the end of a list rather than items that were in the middle of a list. For example, if a driver sees an equal total number of red cars as blue cars during a long journey, but there happens to be a glut of red cars at the end of the journey, they are likely to conclude there were more red cars than blue cars throughout the drive. • The recency effect is comparable to the primacy effect, but for final stimuli or observations. Taken together the primacy effect and the recency effect predict that, in a list of items, the ones most likely to be remembered are the items near the beginning and the end of the list (serial position effect). Lawyers scheduling the appearance of witnesses for court testimony, and managers scheduling a list of speakers at a conference, take advantage of these effects when they put speakers they wish to emphasize at the very beginning or the very end of a long list.

9. Small Group Purposeful Talk • The brain best learns when a series of beginnings and ends are created with reference to learning so in the classroom, teachers should strive to create this sequence in their teaching. Give frequent breaks for purposeful talk to take place. Frequent stops create a chain of beginnings and ends so that the brain learns better. Teachers must seed the discussion with questions. The kids who discuss learning are in effect giving others micro tutoring. Strugglers learn material and advanced learners learn it better.

10. Rec gnize & Reinf rce Recognize Academic Success • Reinforce the work it takes to get to this success – this shapes behavior • “what made you get an A?” Reinforce the steps that were required to get to the end result • Say…I have the hardest working kids in my class • Don’t Say…I have the smartest kids in my class

11. Writing Critically What Is It? • Making the subconscious-conscious • Learning becomes more tangible • Summary of learned objective

12. Writing Critically Why We Should Do It? • Writing forces students to organize their thoughts • Engaged in higher Bloom’s levels • Create meaningful connections • Increase literacy skills- By developing a habit of reading and writing in conjunction, both skills will improve. • Retention of learned concepts

13. Writing Critically Your Turn…… Write a paragraph summarizing the fundamental 5. Write a second paragraph about how you can implement some of these into your classroom immediately.